El poder educativo de lo inesperado: Estudio de experiencias innovadoras en la universidad

Abstract

Increasing, inverting, investing, opening and reaching optimal indiscipline are five ideas that we propose to generate creative educational contexts. We emphasize the role of the unexpected and of surprise as necessary elements in educational innovation experiences. We present a study of experiences with unexpected teachers in educational psychology classes at the National University of Río Cuarto (Argentina). For data collection narratives and open questionnaires with individual answers were used. We share assessments made by students and teachers who participated in the study. Students rated the experience positively, highlighting aspects such as the unexpected character of the proposal, experimentation and group work. Teachers emphasized the challenge it meant sharing knowledge and creating new opportunities of learning. From the data analyzed, a new classification of unexpected teachers is presented: invited teachers not expected by the students, and expected teachers that do unexpected things. Inviting teachers and developing unexpected educational interventions are actions conducive to building creative contexts at University.