Influencia de las experiencias vivenciadas por el alumnado en el desempeño de futuras competencias docentes

  1. David Hortigüela Alcalá 1
  2. Angel Pérez Pueyo 2
  3. Javier Fernández Río 3
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Show affiliations +
Journal:
Contextos educativos: Revista de educación
  1. Monteagudo Sánchez, María Jesús (coord.)
  2. Pose Porto, Héctor (coord.)

ISSN: 1575-023X

Year of publication: 2016

Issue Title: Repensar las buenas prácticas en el mundo educativo y social

Issue: 19

Pages: 25-41

Type: Article

DOI: 10.18172/CON.2742 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Contextos educativos: Revista de educación

Abstract

This study, conducted in four subjects in the Faculty of Education at the University of Burgos during the year 2013-2014, analyzes the student’s perceptions about the transfer of learning obtained in the future vocational skills, in this this case teaching. A pretest-posttest is done, checking how their perception towards learning transfer changes once they have completed the courses. Mixed methodology study is used, performing a both descriptive (mean and standard deviation factors) and inferential (ANOVA) and one qualitative, in which some interviews with teachers are use once they have completed the courses. Two groups are generated; A) where they have been used as a tool peer-assessment and self-assessments and monitoring of learning, and B), in which there has been not formative evaluation process. In this case the teacher has been the only one who has participated in the evaluation and qualification. In group A has been a significant increase in factor related to the transfer of teaching skills. This change occurs in pretest and in group B. It was concluded that the inclusion of open and participatory methodologies in the classroom, that enable the learner part of their own learning process, produces a more positive impact on students’ perceptions of their learning transfer.

Bibliographic References

  • Baena, A., Granero, A., Sánchez, J. A. y Martínez, M. (2013). Apoyo a la autonomía en Educación Física: antecedentes, diseño, metodología y análisis de la relación con la motivación en estudiantes adolescentes. Retos: nuevas tendencias en educación física, deporte y recreación, 24, 46-49.
  • Boyle, T. y Petriwskyj, A. (2014). Transitions to School: Reframing Professional Relationships. Early Years: An International Journal of Research and Development, 34(4), 392-404.
  • Boza, A. y Méndez-Garrido, J. M. (2013). Aprendizaje motivado en alumnos universitarios. Validación y resultados generales de una escala. Revista de investigación educativa, RIE, 31(2), 331-347.
  • Cahit, K. (2015). Internal Validity: A Must in Research Designs. Educational Research and Reviews, 10(2), 111-118.
  • Castejón, F. J., Santos, M. y Palacios, A. (2013). Cuestionario sobre metodología y evaluación en formación inicial en Educación Física. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 12(1), 1-23.
  • Chang, C., Liang, C. y Chen, Y. (2013). Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students? Computers y Education, 60(1), 325-334.
  • Cohn, P. J. (1991). An exploratory study on peak performance in golf. The Sport Psychologist, 5, 1-14.
  • Cooper, K. (2014). Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices. American Educational Research Journal, 51(2), 363-402.
  • Corbetta, P. (2007). Metodologías y técnicas de investigación social. Madrid: McGrawHill.
  • Cox, S. (2015). The Future of Primary Education. FORUM: for promoting 3-19 comprehensive education, 57(1), 27-30.
  • Elsaadani, M. A. (2013). Exploring the Relationship between Teaching Staff Age and Their Attitude towards Information and Communications Technologies (ICT). Online Submission, International Journal of Instruction, 6(1), 216-226.
  • Frederick, A. (2013). The Influence of Power Shifts in Data Collection and Analysis Stages: A Focus on Qualitative Research Interview. Qualitative Report, 18, 15-21.
  • García-Carmona, A. (2013). Educación científica y competencias docentes. Análisis de las reflexiones de futuros profesores de Física y Química. Revista Eureka sobre enseñanza y divulgación de las ciencias, 10(4), 552-567.
  • González- Garzón, M. L. y Laorden, C. (2012). El Prácticum en la formación inicial de los maestros en las nuevas titulaciones de Educación infantil y primaria. El punto de vista de profesores y estudiantes. Pulso: revista de educación, 35, 131-154.
  • Hortigüela, D., Pérez Pueyo, A. y Abella, V. (2015a). Perspectiva del alumnado sobre la evaluación tradicional y la evaluación formativa. Contraste de grupos en las mismas asignaturas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 35-48. Recuperado de http://www.rinace.net/reice/numeros/arts/vol13num1/art3.pdf.
  • Hortigüela, D., Pérez-Pueyo, A. y Abella, V. (2015b). ¿Cómo influye el sistema de evaluación en la percepción del alumnado? @TIC revista d’innovació educative, 14, 82-89. doi: 10.7203/attic.14.4170
  • Houghton, L. y Ruth, A. (2010). Making Information Systems Less Scrugged: Reflecting on the Processes of Change in Teaching and Learning. Journal of Information Technology Education, 9, 91-102.
  • Hsieh, B. (2015). The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning. Teachers and Teaching: Theory and Practice, 21(2), 178-190.
  • Janssen, F., Westbroek, H. y Doyle, W. (2015). Practicality Studies: How to Move from What Works in Principle to What Works in Practice. Journal of the Learning Sciences, 24(1), 176-186.
  • Jiménez, A. (2009). Reflexiones sobre la necesidad de acercamiento entre universidad y mercado laboral. Revista Iberoamericana de Educación, 50(1), 1-9.
  • Kise, J. (2014). Two Sides of the Coin: Evaluation and Support Work Together to Strengthen Teaching. Journal of Staff Development, 35(6), 24-28.
  • Lappalainen, J. y Rosqvist, J. (2015). Exploring Hurdles to Transfer: Student Experiences of Applying Knowledge across Disciplines. International Journal of Mathematical Education in Science and Technology, 46(3), 404-419.
  • Libarkin, J. C. y Kurdziel. J. P. (202). Research methodologies in science education: Qualitative data. Journal of Geoscience Education, 50, 195-200.
  • MacDonald, B. (2012). Using Self-Assessment to Support Individualized Learning. Mathematics Teaching, 231, 26-27.
  • Maritz, J. y Jooste, K. (2011). Debriefing Interviews and Coaching Conversations: Strategies to Promote Student Reflexivity and Action. South African Journal of Higher Education, 25(5), 972-986.
  • Migueles, A., y Hernández, A. (2014). Desmitificando algunos sesgos de la autoevaluación y coevaluación en los aprendizajes del alumnado. REXE: Revista de estudios y experiencias en educación, 13(25), 13-31.
  • Mulder, R., Baik, C., Naylor, R. y Pearce, J. (2014). How Does Student Peer Review Influence Perceptions, Engagement and Academic Outcomes? A Case Study. Assessment y Evaluation in Higher Education, 39(6), 657-677.
  • Ozcan, K. (2013). Student Evaluation of Lecture and Teaching Effectiveness in Higher Education. Educational Research and Reviews, 8(8), 378-389.
  • Rodríguez, A. y Álvarez, E. (2013). Metodologías y recursos en las titulaciones de Grado: Perspectiva de estudiantes y responsables institucionales. Revista electrónica interuniversitaria de formación del profesorado, 16(2), 105-120.
  • Rodríguez-Sánchez, M. (2011). Metodologías docentes en el EEES: de la clase magistral al portafolio. Tendencias pedagógicas, 17, 83-103.
  • Romero, L., Orzechowski., A. y Rahatka, O. (2014). Teaching Problem-Solving and Critical-Thinking Skills Online Using Problem-Based Learning. Educational Technology, 54(1), 20-25.
  • Saldaña, J. (2009). The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage.
  • Sandvoll, R. (2014). Feeling Good, but Missing the Mark. What Happened to the Assessment in Peer Assessment? Journal of University Teaching and Learning Practice, 11(1), 11-21.
  • Smith, J. A. y Osborne, M. (2003). Interpretative Phenomenological Analysis. En J.A. Smith (Ed.) Qualitative psychology: A practical guide to research methods. (pp. 53-79). London: Sage.
  • Snyder, L. (2010). The Use of Pre-Group Instruction to Improve Student Collaboration. Journal of Applied Research for Business Instruction, 8(1), 1-12.
  • Teijeiro, M., Rungo, P. y Freire, M. J. (2013). Graduate Competencies and Employability: The Impact of Matching Firms' Needs and Personal Attainments. Economics of EducationReview, 34, 286-295.
  • Torrego, L. y Ruíz, C. (2011). La coordinación docente en la implantación de los títulos de Grado. Revista electrónica interuniversitaria de formación del profesorado, 14(4), 31-40.
  • Trainor, A. y Graue, E. (2014). Evaluating Rigor in Qualitative Methodology and Research Dissemination. Remedial and Special Education, 35(5), 267-274.
  • Trede, F. y McEwen, C. (2015). Early Workplace Learning Experiences: What Are the Pedagogical Possibilities beyond Retention and Employability? Higher Education: The International Journal of Higher Education and Educational Planning, 69(1), 19-32.
  • Trigueros, C., Rivera, E. y de la Torre, E. (2012). La evaluación en el aula universitaria: del examen tradicional a la autoevaluación. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 47, 1-6.
  • Tylor, S. (2014). Student Self-Assessment and Multisource Feedback Assessment: Exploring Benefits, Limitations, and Remedies. Journal of Management Education, 38(3), 359-383.
  • Van Loon, A. M., Ros, A. y Martens, R. (2013). Designing Digital Problem Based Learning Tasks that Motivate Students. Journal of Technology and Teacher Education, 21(4), 409-432.
  • Wylie, E. C. y Lyon, C. J. (2015). The Fidelity of Formative Assessment Implementation: Issues of Breadth and Quality. Assessment in Education: Principles, Policy y Practice, 22(1), 140-160.
Data source: Dialnet