¿La formación universitaria de los docentes de educación obligatoria influye en el uso de enfoques metodológicos activos?

  1. Alejandro Rodriguez-García 1
  2. Ana Rosa Arias-Gago 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Llibre:
Actas del Congreso Virtual: Avances en Tecnologías, Innovación y Desafíos de la Educación Superior ATIDES 2018
  1. Ana M. Arnal Pons (coord.)
  2. Sergio Barrachina Mir (coord.)
  3. Joaquín Castelló Benavent (coord.)
  4. Irene Epifanio López (coord.)
  5. Carlos Galindo Pastor (coord.)
  6. Pablo Gregori Huerta (coord.)
  7. Ana Lluch Peris (coord.)
  8. Vicente Martínez García (coord.)

Editorial: Servei de Comunicació i Publicacions ; Universitat Jaume I

ISBN: 978-84-17429-54-6

Any de publicació: 2018

Congrés: Congreso ATIDES: Avances en Tecnologías, Innovación y Desafíos de la Educación Superior (2. 2018. null)

Tipus: Aportació congrés

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Resum

Both the analysis of training syllabus teachers at university of León and several researches have found that secondary compulsory education teachers have a training oriented to scientific-technical aspects, while primary school teachers are focused on didactic-pedagogical aspects. This research aims to establish which group of teachers trained at University of Leon makes more use of active methodological approaches. The sample consists of 212 participants who teach in the city of Leon, 102 belonged to secondary compulsory teachers group and 110 belonged to primary school teachers group. During the investigation, a nonexperimental quantitative-comparative design was carried out, applying OPPUMAEOL questionnaire over all. Primary school teachers make more use of active methodologies than secondary education teachers, who make more use of traditional approaches.

Fuente de los datos: Dialnet