INNOVACIÓN PEDAGÓGICA EN ACCIÓN: CONVERGENCIAS Y TENSIONES ENTRE EL LIDERAZGO DIRECTIVO Y LA PRAXIS DOCENTE

Abstract

This research analyzes the perceptions and practices of pedagogical innovation from the perspective of administrators and teachers in the current educational context, considering the developments and transformations of the teaching-learning processes over the years 2021 to 2025. This was done through a systematic mapping of scientific literature, utilizing specific databases and inclusion/exclusion criteria to select relevant works. The analysis aimed, on the one hand, to identify trends, barriers and facilitators of the implementation of pedagogical innovations, while on the other hand, aimed to make sense of the different perspectives (educational actors) on these processes of educational change and educational improvement. Overall, the findings indicate a substantial shift in views regarding pedagogical innovation, emphasizing the importance of both administrative leadership and teacher buy-in as fundamental for the success of innovative initiatives.It also reveals common patterns in innovation conceptions, with significant differences in actually practiced innovation according to institutional and cultural context. Moreover, the outcomes indicate that the successful introduction of pedagogical innovations needs an appropriate balance of effective guiding principles and the formation of teaching competence and resources with optimal institutional conditions." Thus, this study provides an appropriate basis for comparative insight into improvements in the general innovation processes carried out in education and practical suggestion for change management within educational institutions