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 \n• The purpose of this paper is to share knowledge generated through the implementation of “Teaching Innovation Teams”as a strategy for teachers’ professional development and innovation at the University of Alcala (Spain) . We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and reflect on some of the achievements and results of the activities carried out by these teams, identifying the dilemmas and difficulties that teachers experienced and that hinder the development of curriculum innovations. Finally, we outline some educational contributions of Teaching Innovation Teams understood as a collaborative and formative strategy to facilitate educational change.  \nKey words: Collaborative learning, Higher education, Professional development, Teacher learning communities, Training teachers  \nIntroduction  \nFor a decade, Spanish universities have been involved in a process of change and adaptation to the European Higher Education Area. This process has provided an opportunity for review and reflection, from the purposes and functions of the university as an institution to the ways of teaching and learning.  \n“Innovation” made its official entry into universities and appeared in a variety of fields: institutional, specific vice-chancellorshipsand offices were, for example, created to address this task; educational, a multitude of courses, seminars and conferences were given with the sole theme of teaching innovation; didactic, learning strategies began  \n1 Innovation Group: Train, Enquire, Transform, Didactics Department-University of Alcala, San Cirilo St., N/A – Alcalá de Henares, 28801, Madrid, Spain [leonor.margalef@uah.es](leonor.margalef@uah.es)  \nto be implemented and debates were held on the updating of teaching methodologies; evaluative, new indicators of educational innovation were incorporated in order to assess teachers; and financial, various calls were organised to finance teaching innovation projects.  \nWith so much interest and dissemination surrounding educational innovation at universities it is logical that various questions would arise: What do people think innovation is? What has actually been innovated? How and with what strategies? What results have been obtained and what has been the impact on educational practices? Of course, answering these questions would require a thorough investigation and that is not the purpose of this paper. What we want to show is an alternative way to understand the processes of curriculum innovation from its most profound framework, i.e., from a cultural change in the university community, a change in mentality that leads to a transformation in teaching practices.  \nTo this end, we present the experience that we conducted atthe University of Alcala (UAH) in order to foster the implementation of curriculum innovation processes in university classrooms. In this paper, we will describe and analyse the strategy that the University Teacher Training Office uses to train teachers in order to create a teaching innovation culture. This culture is also upheld by the creation of learning communities in order to support not only the professional development of our teachers but also the improvement of teachinglearning processes. We have called this strategy “Teaching Innovation Teams”. These teams have become an opportunity for teachers to come together and plan, design and assess curriculum innovations on their own practices.  \nInnovation and learning communities for professional development  \nThe theoretical framework that supports our work is based on two fundamental pillars: teaching innovation and professional development through learning communities.  \nWith regard to the first, teaching innovation, we have used the meaning of innovation built from the model of practice and enquiry as stance, supported by Cochr","cbCainYnJE4R7JoS","https://ap.wps.com/l/cbCainYnJE4R7JoS","pdf",160327,"English","# Introduction\n## Innovation and learning communities for professional development\n### Meaning of teaching innovation\n## Definition and implications of innovation","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To share knowledge generated through implementing “Teaching Innovation Teams” and to analyze their contributions to curriculum innovation and related outcomes in higher education.\"},{\"question\":\"How are teacher learning communities used in the strategy?\",\"answer\":\"They support teachers’ professional development and improvement of teaching-learning processes by creating spaces where teachers can collaborate around innovations.\"},{\"question\":\"What dilemmas and difficulties does the paper address?\",\"answer\":\"It identifies dilemmas and difficulties teachers experienced that hindered the development of curriculum innovations.\"}]","Encouraging Teachers’ and Students’ Innovation with the Support of Teacher Learning Communities | PDF",1792087830]