APREN-DO: Cómo aprenden los docentes: implicaciones educativas y retos para afrontar el cambio social

Ministerio de Economía y Competitividad / EDU2015-70912-C2-1-R


Cómo aprenden los docentes de secundaria: Implicaciones educativas y retos para afrontar el cambio social


Cómo aprenden los docentes de infantil y primaria: Implicaciones educativas y retos para afrontar el cambio social

Why is this project needed

The project tries to explain how teachers learn from evidence obtained in group situations, the classroom, the school and everyday life.

Through artistic methods, observations in both classrooms and the whole school, discussion groups and life stories to understand how teachers learn in and out of his work on:

  • the disciplinary content;
  • pedagogical referents;
  • student learning;
  • technologies, especially digital;
  • the cultural and social dimensions;
  • and their own references.

Through a systematic process of analysis and coding to reveal what, how and where teachers learn and the implications for improving educational relationships, process and learning outcomes and overall improvement in the quality of education.

The research perspective

  • Maintain and deploy a complex conceptualization of the problem — how teachers learn.
  • Consider teacher learning in a holistic and complex systems so that they go beyond explaining it using simple causalities.
  • Addressing teacher learning in situated contexts (the classroom, exchange groups, …) rather than training situations planned by others. But also, and this is the most innovative aspect of this project, in the contexts and the social and cultural situations in which they are embedded.
  • Consider the referent of change (learning related to change) from the nonlinear relationship between beliefs, practices and changes in students.
  • Do not forget that learning is cyclical and not linear.
  • Professional knowledge can not be separated from the personal, and the personal, cultural, social, technological, and even emotional and affective experiences.


  • Hypothesis 1. Knowing how teachers learn in different contexts can contribute to rethink their training and respond to the social challenges of school education.
  • Hypothesis 2. Teachers’ learning takes place in the interaction of fields of knowledge and social, cultural and technological experiences that go beyond those directly related, as they usually are, with professional knowledge.
  • Hypothesis 3. The use of artistic methods in research on how teachers learn can help to reveal aspects of the learning experience that otherwise would remain invisible.

General objectives

  1. Update and deepen the research concerning teachers’ learning to expand and link them to the new demands the teaching profession must face in a changing world.
  2. Mapping scenarios in which teachers learn to reveal their value as a source of knowledge and experience.
  3. Detect learning experiences of teachers in these scenarios and what perspectives on learning emerge.
  4. Explore ways of learning how teachers move between the stages / areas identified and their practices and professional decisions.
  5. Foreshadow the effects these transits may have to face the challenges of teacher training and respond to the challenges and changes that education faces in a complex digital world.
  6. Establish a framework for comparison between the ways of learning of teachers in early childhood, primary and secondary education, to systemically represent regularities and differences.

The research questions

  • What does the literature (research and reports) on how teachers learn tell us?
  • How do teachers learn in professional and everyday contexts?
  • How do these modes of learning interact and transit?
  • What is the role of others in these learning experiences?
  • What role do the increasingly ubiquitous digital technologies have?
  • What influences teacher learning?
  • How do we represent systems that reflect the complexity of teacher learning?
  • What do the artistic methods combined with other qualitative methods add to the process of describing the experience of how teachers learn?
  • How research on learning experiences of teachers can help to meet the challenges posed today to teacher training and the changing demands of education to meet the challenges of contemporary society?
  • What makes us think, what concepts allows us to emerge, the process of making the maps generated by teachers on their transits to learn inside and outside schools.



Hernández-Hernández, F. (2018). Encuentros que afectan y generan saber pedagógico entre docentes a través de cartografías visuales. Revista Digital do LAV – Santa Maria – vol. 11, n. 2, p. 103 – 120 – mai./ago. 2018 ISSN 1983 – 7348

Hernández-Hernández, Fernando (2019). Presentación: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa. Educatio Siglo XXI, 37 (2), 11-20.

Hernández-Hernández, Fernando; Revelles, Beatriz (2019). La perspectiva post-cualitativa en la investigación educativa: genealogía, movimientos, posibilidades y tensiones. Educatio Siglo XXI, 37 (2), 21-48. Publicado: 15-07-2019

Canales, Carlos; Padilla-Petry, Paulo; Gutiérrez, Luispe (2019). El no-saber en las cartografías sobre nuestro aprender como investigadores: una mirada post-cualitativa. Educatio Siglo XXI, 37 (2), 49-66.

Bosco, Alejandra; Alonso, Cristina; Miño, Raquel (2019). Geografías e historias de aprendizaje de docentes de secundaria. Intersecciones, tránsitos y zonas de no saber. Educatio Siglo XXI, 37 (2), 67-92.

Gutiérrez-Cabello Barragán, Aingeru; Aberasturi Apraiz, Estíbaliz (2019). Cartografías en torno a los tránsitos en el aprender de docentes en educación infantil y primaria. Educatio Siglo XXI, 37 (2), 93-114.

Sancho-Gil, Juana M.; Correa-Gorospe, Josemi (2019). Intra-acciones en el aprender de docentes de infantil, primaria y secundaria. Educatio Siglo XXI, 37 (2), 115-140.

Castro Varela, Aurelio; Onsès Segarra, Aurelio (2019). La investigación sobre educación como desplazamiento: no saber, abrirse, devenir. Educatio Siglo XXI, 37 (2), 141-158.

Carrasco Segovia, Sara; Villanueva González, Paola (2019). Movimientos y desplazamientos en la investigación. Lo post-cualitativo como reconceptualización en dos tesis doctorales. Educatio Siglo XXI, 37 (2), 159-180.

2018. Hernández-Hernández, F., Sancho-Gil, J., & Domingo-Coscollola, M. (2018). Cartographies as spaces of inquiry to explore of teacher’s nomadic learning trajectories. Digital Education Review, 33, 105-119.

2018. Sancho-Gil. J. M. (2018). Innovación y enseñanza. De la “moda” de innovar a la transformación de la práctica docente. Educação, 41(1), 12-20.

Invited keynotes

2017. Hernández, Fernando (2017). Researching “the unknown” in a post-qualitative turn. Provoke. International Perspective of Visual Arts Research in Education, Montreal, 3 de mayo


2017. Sancho, J.M. & Hernández, F. (2017). Pensar sobre la investigación educativa como praxis disruptiva a partir del proyecto APREN-DO. 3rd International Summer Workshop on Alternatives Methods in Social Research. Transformative and Inclusive Social and Educational Research, Málaga, Universidad de Málaga, 5 y 6 de junio.


2018. Hernández-Hernández, Fernando; Sancho-Gil, Juana María. (2018). Teachers’ Learning Visual Cartographies as process of expanding Art Based Educational Research frame and possibilities. Paper presented to: AERA 2018 Annual Meeting. New York, April 13-17.

2018. Hernández-Hernández, Fernando; Sancho-Gil, Juana María. (2018). Expanding the formative value of visual cartographies: from research to teachers’ development and engagement. 5th ABR&AR Conference. TATE Liverpool, 14-15 Marzo.

2018. Sancho-Gil, Juana María; Hernández-Hernández, Fernando; Alonso Cano, Cristina; Bosco Paniagua, Alejandra; Miño-Puigcercós, Raquel; Arrazola-Carballo, Judith (2018). Secondary School Teachers Learning Geographies and Histories. Exploring Movements, Entanglements and Affects. European Congress on Qualitative Inquiry (ECQI), Lovaina, 6-9 febrero.

2018. Castro Varela, Aurelio; Onsès Segarra, Judit (2018). When the map shakes the territory: approaching teachers’ learning through a post-qualitative cartographic method. European Congress on Qualitative Inquiry (ECQI), Lovaina, 6-9 febrero.

2018. Padilla-Petry, Paulo; Hrnández-Hernández, Fernando (2018).Visual and textual resonances of teachers’ cartographies: results of an analytical strategy. European Congress on Qualitative Inquiry (ECQI), Lovaina, 6-9 febrero.

2018. Hernández-Hernández, Fernando; Sancho-Gil, Juana María. (2018). Mapping secondary school teachers’ nomadic learning paths mediated by visual cartographies. European Congress on Qualitative Inquiry (ECQI), Lovaina, 6-9 febrero.

2017. Hernández-Hernández, Fernando; Padilla-Petry, Paulo; Canales-Bonilla, Carlos (2017).Las cartografías de aprendizaje de los docentes universitarios: una aproxiamción otra a la investigación autobiogràfica. VI jornades de Historias de Vida en Educación, Llleida 19 y 20 de octubre.

2017. Hernández-Hernández, Fernando; Castro-Varela, Aurelio; Canales-Bonilla, Carlos (2017). Learning Cartographies as process of research entanglement. ECER2017. Copenhagen. The European Conference of Educational Research. 22 a 25 Agosto. University College. Copenhagen. Dinamarca.

2017. Sancho-Gil, Juana Maria; Domingo-Coscollola, Maria; Sanchez-Valero, Joan-Anton; Bosco-Paniagua, Alejandra (2017). Visual cartographies as strategy to explore teachers’ learning trajectories. ECER2017. Copenhagen. The European Conference of Educational Research. 22 a 25 Agosto. University College. Copenhagen. Dinamarca.

2017. Hernández-Hernández, F., Sancho-Gil, J. M. (2017). Researchers’ cartographies of their learning trajectories inside and outside university. Educational Research Association Conference –AERA2017. San Antonio, Texas (EEUU), 26  de abril – 1 de mayo.

End of degree’s thesis

Sandra Carbó Costas (2017). Director: Fernando Hernández-Hernández. Cartografiar un proceso de investigación del grupo Esbrina desde la Investigación Basada en las Artes. Universidad de Barcelona.

Master’s thesis

Alejandro Poblete-Fuentes (2017). Director: Fernando Hernández-Hernández. Narrar y editar un proceso de documentación, en un proyecto de investigación. Acontecimientos, posiciones y tránsitos. Universidad de Barcelona.

APREN-DO logo image



  • Fernando Hernández-Hernández (IP)
  • Cristina Alonso Cano
  • Alejandra Bosco Paniagua
  • Joan-Anton Sanchez
  • Fernando Herraiz Garcia
  • Paulo Padilla Petry
  • Juana Maria Sancho Gil
  • Maria Domingo Coscollola
  • Pablo José Rivera Vargas
  • Raquel Miño Puigcercòs
  • Judith Arrazola Carballo
  • Xavier Giró Gràcia
  • Judit Onsès
  • Carlos Canales Bonilla
  • Aurelio Castro Varela


  • Aingeru Gutierrez
  • Asun Martinez
  • Begoña Ochoa-Aizpurua
  • Daniel Losada
  • Estibaliz Aberasturi
  • José Miguel Correa Gorospe
  • Josu Sanz
  • Lorea Fernández
  • Luispe Gutierrez