SINTE is a consolidated research team (Generalitat de Catalunya, Ref. SGR-0819) that focuses its research, training and various activities on the study of the paradigm of strategic learning and its different derivations and application aspects in the field of formal and non-formal education.
As an interuniversity team, it is organized into five units located in the four participating universities: two at the Autonomous University of Barcelona (Identity and strategies: IdentitiES, and Learning among equals: GRAI); one at the Ramon Llull University (reading and writing strategies: LEST); one at the University of Girona (Strategies of assessment and curricular evaluation: ASCUES) and one at the Open University of Catalonia (UsE-TIC).
On the other hand, a number of SINTE researchers participate as teaching staff in the Interuniversity Master and Doctorate in Educational Psychology (MIPE and DIPE respectively), official studies that have the quality mention given by the Spanish Ministry of Education.
In the context of the SINTE Conference: "Rethinking the identity in Education from the perspective of the Theory of the Dialogical Self", we asked about the teaching identity and the strategies for its study to recognized authors such as:
Carles Monereo y
Rethinking the identity in Education from the perspective of the Theory of the Dialogical Self
The main objective of the conference was to deepen in the theoretical framework, and the methodology, of the dialogical sefl theories, and its application to the educational field. Our purpose is to share different conceptual approaches, methodologies and procedures to strengthen the link between the Dialogical Self Theory and educational practice, as well as to improve research strategies.
Since its establishment, three major stages in the conceptual development of the group can be distinguished:
1990-1994. Foundation of the research team. The first thesis of the group is prepared which, together with the joint research project that is being developed at that time, poses two questions that were not yet resolved: How do certain E-A strategies affect students' meaningful learning? and What are the most effective teaching and learning strategies? The results allow us to affirm that what is decisive is not the strategies used by teachers and students but the conditions of the situation in which these strategies are put in place. That allows us to introduce the notion of strategic use.
1995-1999. Consolidation: impact of the results of the searches in the redefinition of the reference conceptual framework. According to the notion of strategic use, the projects developed in this period aim to discern the conditions in different educational contexts that influence the use of strategies and when, how and why the procedures of learning are more or less strategically used. The results of these works point the constellations of conditions of what we define as strategic contexts and at the same time show the relationships between the contexts and the mental representations of the different actors, especially who implicit and have little modifications which make changes very difficult when it comes to learning. Certain aid and changes in the evaluation of learning are outlined as key elements in the most strategic contexts.
2000-2006. Studies on strategic contexts. In this last stage, the questions, in a coherent manner with our previous comments, are aimed to clarify its representations which are constructed and activated in strategic learning contexts, unlike those that are implemented in contexts strategic that are less strategic or more mechanical. The available results so far point to the existence of important and unconscious discrepancies between the explicit intentions, the implicit representations and the actions of both teachers and students and students.
2007-2012. In this period, two new concepts are added to our model, the idea of competence, as the set of knowledge and strategies capable of solving prototypical and emerging problems, placing the emphasis, not much on a list of competences of different types, but on the identification of relevant problems for which these competences can be applied. And the construction of "authentic" learning, teaching and evaluation is linked in real, functional and socializing contexts.
2012-2020. A little before 2012, the concept of identity is strongly incorporated into our research; first as a variable that influences strategic decision making, but gradually as a core notion that organizes interactions with the environment. In this sense, new projects and publications are initiated with the main focus on the identity of the apprentice, the teacher, the researcher, the center director, the entrepreneur, etc.