David Hortigüela Alcalá

¿Cómo enseñamos a los futuros docentes?: análisis documental y contraste de percepciones entre alumnos y profesores

espanolEn el presente articulo se analizan las categorias de implicacion en la evaluacion, la autonomia del alumno hacia el trabajo y la implantacion de estrategias didacticas que derivan de la titulacion del Grado de Educacion Primaria de la Facultad de Educacion de la Universidad de Burgos, Espana. Participaron 122 alumnos y 15 docentes de la titulacion. Se ha empleado una metodologia cualitativa en la que se utilizan tres instrumentos de recogida de datos: a) analisis de 20 guias docentes de asignaturas, b) tecnica grupal para animar la conversacion con los alumnos y c) grupo de discusion con los docentes. Los alumnos manifiestan que el aprendizaje es mas elevado y util cuando se articulan procedimientos evaluativos que les permitan implicarse en el proceso. Los profesores presentan desacuerdos sobre el nivel formativo y evaluativo que ha de tener el enfoque de ensenanza que ha de utilizarse. EnglishIn this article the categories of involvement in the evaluation, learner autonomy to work and the implementation of teaching strategies are analyzed. The study was conducted in the Primary Education Programme at the Faculty of Education in the University of Burgos, Spain. 122 students and 15 teachers of the programme participated. We used a qualitative methodology in which three data collection instruments were used: a) analysis of 20 subjects teaching guides, b) group technique to encourage conversation with students c) group discussion with teachers. Students demonstrate that learning is higher and more useful when evaluative procedures, that enable them involved in the process, are articulated. Teachers have disagreements about the training and evaluative level that the teaching approach to be used must have.

Educación bilingüe, streaming y metas sociales en estudiantes de secundaria

espanolIntroduccion: El objetivo del presente estudio fue obtener un conocimiento mas amplio de la educacion bilingue y la segregacion escolar, explorando los efectos a largo plazo del agrupamiento de los estudiantes en base en sus habilidades sobre sus metas sociales. Metodo: un total de 502 estudiantes de secundaria accedieron a participar. Se formaron tres grupos de estudio en base al idioma usado para ensenar: Espanol, Ingles y Frances. Los dos ultimos eran programas de ensenanza bilingue. Se empleo un diseno pre-test, post-test de grupos no equivalentes y un planteamiento de investigacion cualitativocuantitativo para proporcionar una vision mas profunda del problema. Datos cuantitativos fueron obtenidos de los estudiantes utilizando la Escala de Metas Sociales al comienzo y al final de ano escolar. El docente participante fue entrevistado para obtener datos de una fuente diferente. Resultados: Los resultados muestran que el final del ano escolar los estudiantes en los grupos bilingues mostraron niveles superiores de responsabilidad y relacion (p EnglishIntroduction: The goal of the present study was to gain a broader understanding on bilingual education and school tracking, exploring the long term effects of abilitybased grouping on students? social goals. Method: 502 secondary education children agreed to participate in the study. Three study groups were formed based on the language used for teaching the students: Spanish, English and French. The latter two were considered bilingual education programs. A longitudinal, pre-test posttest, non-equivalent group design and a quantitative-qualitative research approach were selected to provide a more in-depth insight of the researched topic. Quantitative data was collected from all the students using the Social Goal Scale prior and at the end of a complete school year. The participating teacher was also interviewed to gather data from a different source. Results: Results showed that at the end of the school year the students in the bilingual groups (English and French) had significantly higher responsibility and relationship levels (p

Teaching games for understanding: a comprehensive approach to promote student’s motivation in physical education

Abstract It seems important to consider students’ attitudes towards physical education (PE), and the way they learn sports. The present study examines students’ perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE.

COMPREENSÃO E ENSINO DE EDUCAÇÃO FÍSICA NA FORMAÇÃO INICIAL DE PROFESSORES: ESTUDO DE CASO NA ESPANHA E COSTA RICA

El estudio contrasta como se abordala Educacion Fisica(EF) en la formacion inicial del profesorado (FIP) en Espana y Costa Rica. Participaron 81 estudiantes, 43 de Espana y 37 de Costa Rica, y dos de sus profesores. Se utilizo un enfoque cualitativo con tres instrumentos: analisis de guias docentes, grupos de discusion y entrevistas. Se analizaron tres categorias: a) concepcion dela EF, b) contribucion a las demandas socioeducativas dela EFy c) vinculacion con el contexto profesional de la actividad fisica. Los resultados muestran que en Espana se orienta la asignatura haciala EFescolar, mientras que en Costa Rica se abordan contenidos vinculados al ambito fisico. Los alumnos espanoles valoran positivamente desarrollar aspectos docentes, mientras que en Costa Rica lo consideran inconexo. El estudio concluye que los modelos sociales y culturales de los paises inciden directamente en la forma de ensenarla EFenla FIP.