In response to rapid changes in the economic, productive and technological contexts that redefine the teaching model, as from the 2013-2014 academic year, as from the ETHAZI educational innovation model has been implemented throughout the network of Vocational Training centers in the Basque Country. This educational model has the objective of developing technical and transversal competences through collaborative learning based on challenges or projects. However, given that it was detected that not all centers meet the characteristics of the model (intermodularity, self-managed teaching teams, evaluation of competences and adaptation of learning spaces). Based on the hypothesis that the level of implementation of the model in each center corresponds largely to the need perceived by teachers for change, this research aims to understand how teachers' conceptions and practices change when they move from didactic-methodological forms based on individuality to interdisciplinary and collaborative modes that lead to a collective teaching culture. To this end, the design and results of the previous phase of a collective case study is presented. There, by means of in-depth interviews the discourse analysis of two professors of the HVET Cycle of Design and Mechanical Manufacturing was carried out. The results obtained from the preliminary analysis show a clear cognitive dissonance in their discourses. Besides, the importance of responding to the needs of the self-managed teaching teams by the management teams was identified. Finally, the training and exchange of experiences between the centers was emphasized. © 2019 University of Minho. All rights reserved.
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