Preface

We can define teaching innovation as the set of approaches, processes, and strategies aimed at instigating constructive, reflective, planned, and systematic changes in educational and formative practices. The operational application of innovation involves adaptation to specific contexts, and its models are not universally transferable to other educational spaces. They are neither purely replicable nor offered as standardized prescriptions. Nevertheless, the primary goal of innovation is to generate improvements in teaching and learning processes. This is achieved through a synergistic and holistic integration of both applied methodologies (methodological innovation) and the educational program itself (curricular innovation).

The concepts of change and improvement serve as fundamental elements in understanding teaching innovation. While innovation implies making changes, not every change in one or more educational aspects necessarily leads to innovation. It is not solely about implementing appealing methodologies and technological resources; these actions must contribute to improving the teaching-learning process and address the reflective treatment of potential issues.

Innovation is an ongoing process that involves definition, reflection, evaluation, and relational feedback among the participants. It requires intentionality and careful planning; it is not an improvised occurrence but a deliberate intervention. Consequently, it must undergo evaluation to verify its effectiveness, impact, and operability.

Despite its evolving nature, proposals for teaching innovation, rooted in reflective practice, should aim for a meaningful transformation of the teaching reality and, more broadly, the field of education.

From a critical perspective, teaching innovation should originate from a recognized problem within one's teaching practice. The approach to this issue, rather than seeking immediate resolution, should encompass horizontal, cooperative, and interpersonal relationships among all involved agents in the innovation process. This relational aspect, delineated in action plans, is proposed as a source of ongoing evaluation and open dialogue, characterized by constant construction and reformulation.

The empirical and theoretical research presented in this monographic book examines contemporary educational challenges. Topics range from the significance of teacher training and ethical behavior to cognitive strategies, fundamental conceptual frameworks for teacher training, curriculum performance assessment, gamification, multimedia strategies, implementation and evaluation of creative approaches, and the promotion of student participation and social engagement. These studies not only identify specific problems but also guide teaching and educational innovation.

They offer a robust foundation that nourishes and supports innovative practices and informed decision-making. This comprehensive approach aims to propel education towards greater effectiveness, equity, and adaptability, addressing the most pressing educational challenges of our time.

> **Dr. Delfín Ortega-Sánchez** Professor, University of Burgos, Burgos, Spain

Section 1
