Innovative experiences in the Master's Degrees: results and the road travelled

The aim of this article is to analyse the implementation of different innovation experiences aimed at improving teaching and learning processes by means of strategies that favour the involvement of students in processes of searching for, constructing and consolidating knowledge through playful and motivating environments. To this end, we first present a brief description of the experiences implemented, followed by the results of the descriptive non-experimental research, with the students' evaluations of the experiences carried out, the learning developed and their satisfaction with them. The data were collected by means of questionnaires as an instrument for collecting information, validated by experts and applied to a total sample of 675 students, distributed among three teacher training degrees. The main results show that the experiences implemented contribute to the acquisition of personal and professional competences, as well as to the creation of motivating teaching environments that favour the understanding of relevant contents and transversal skills in the training of future teachers. The students surveyed indicate as favourable in all the innovation experiences the improvement of teamwork skills and communication processes among the students themselves. They also recognize that their ability to apply the knowledge they have learnt in solving problems or practical cases has been favoured. As aspects to be improved, the teaching staff involved highlight the lack of organizational structures that promote collegiate planning and teaching coordination in university institutions. .