20.500.12556/RUL-189670 Pedagogical renewal and the role of teachers in secondary schools insights from five case studies in Spain Pedagoška prenova in vloga učiteljev v srednjih šolah ugotovitve iz petih študij primerov iz Španije This article presents the results of a research project funded by the Ministry of Science and Innovation of the Government of Spain, which aims to analyse secondary schools whose teaching practices are transformative because they go beyond temporary innovations, generating changes and improvements that impact the school, students and the local community and promote inclusion and meaningful learning. This article examines the role that teachers play in secondary education in relation to teach-ing practices and methodologies in the current context of demands for constant transformation, through the study of five secondary schools in different regions of Spain. Observations, focus groups, analysis of school documents and in-depth interviews were carried out, and the data were analysed using Atlas.ti software. The results show how pedagogical renew-al in secondary education is based on teaching aspects such as educational leadership, strategies to promote personalised learning that place students at the centre of educational action, the establishment of relationships with the community to share educational and social projects that promote a sense of belonging to the local context, and the need to modify resources, spaces and times to accommodate more global and transversal teaching and learning processes. Ta članek predstavlja izsledke raziskovalnega projekta, ki ga je financiralo Ministrstvo za znanost in inovacije Republike Španije, katerega cilj je analiza srednjih šol, katerih pedagoške prakse so transformativne, saj presegajo začasne inovacije ter ustvarjajo spremembe in izboljšave, ki vplivajo na šolo, učence in na lokalno skupnost ter spodbujajo inkluzijo in smiselno učenje. Članek preučuje vlogo, ki jo imajo učitelji v srednje-šolskem izobraževanju v povezavi s pedagoškimi praksami in z metodologijami v trenutnem kontekstu zahtev po nenehni transformaciji, in sicer prek študije petih srednjih šol v različnih regijah Španije. Izvedli smo opazovanja, fokusne skupine, analizo šolskih dokumentov in poglobljene intervjuje, podatki pa so bili analizirani s programsko opremo Atlas.ti. Izsledki kažejo, kako pedagoška prenova v srednješolskem izobraževanju temelji na pedagoških vidikih, kot so: vodstvo v izobraževanju, strategije za spodbujanje personaliziranega učenja, ki učence postavljajo v središče izobraževanja, vzpostavljanje odnosov s skupnostjo za izmenjavo izobraževalnih in socialnih projektov, ki spodbujajo občutek pripadnosti lokalnemu okolju, ter potreba po prilagajanju virov, prostorov in časa, da se omogočijo bolj globalni in prečni procesi poučevanja in učenja. teachers’ role professional identity pedagogical renewal secondary education case studies vloga učiteljev poklicna identiteta pedagoška prenova srednješolsko izobraževanje študije primerov socialna pedagogika true false true Angleški jezik Slovenski jezik Članek v reviji 2026-10-12 12:11:50 2026-10-12 12:11:51 2026-10-13 04:16:22 0000-00-00 00:00:00 2026 0 0 Str. 121–143 no. 3 Vol. 16 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.5:37.011.3-051 2232-2647 10.26529/cepsj.2386 293688835 RAZ_Farre-Riera_Laura_2026.pdf RAZ_Farre-Riera_Laura_2026.pdf 1 2BD7B84653C5229A5A39CC580A027405 77fd5844363066b37dd8293585b133a7727bc4232bd728b3887670468c74f066 f14bbbb7-c626-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250385 https://cepsj.si/index.php/cepsj/article/view/2386 0 302418f7-c625-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250379 Pedagoška fakulteta CEPS journal 0 0 0