Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

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Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽

10.17811/rifie.46.2.2017.57-64 ◽

2017 ◽

Vol 46 (2) ◽

pp. 57

Author(s):

Manuel Cotrina García ◽

Mayka García García ◽

Ester Caparrós Martín

Keyword(s):

Preservice Teachers ◽

Teacher Training ◽

Inclusive Education ◽

Collaborative Teaching ◽

Secondary Teacher ◽

Teaching Innovation ◽

Innovation Project ◽

Teacher Professional ◽

The Subject ◽

The University

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Técnica de aprendizaje basado en problemas aplicada a la docencia práctica de asignaturas de Microbiología en la Universidad de Jaén

Aula Museos y Colecciones de Ciencias Naturales ◽

10.29077/aula/6/ortega_aprendizaje ◽

2019 ◽

pp. 151-157

Author(s):

Elena Ortega ◽

Rosario Lucas ◽

Rubén Pérez ◽

Antonio Cobo ◽

Nicolás Glibota ◽

...

Keyword(s):

Curriculum Design ◽

Collaborative Teaching ◽

Innovative Teaching ◽

Teaching Innovation ◽

University Teachers ◽

Teachers And Students ◽

Innovation Project ◽

Competence Acquisition ◽

The University ◽

Cristo Rey

Resumen Habiendo detectado la necesidad de actualizar las técnicas docentes empleadas por el profesorado universitario, estamos desarrollando, en colaboración con el Departamento de Ciencias Naturales del Colegio Cristo Rey de Jaén, el proyecto titulado “Transferencia de prácticas docentes de trabajo cooperativo del ámbito pre-universitario a la docencia práctica de asignaturas de Grado y Postgrado en la Universidad de Jaén”, concedido en la Convocatoria de Proyectos de Innovación e Incentivación de las Buenas Prácticas Docentes en la Universidad de Jaén y que implica a cuatro áreas de la Facultad de Ciencias Experimentales. En concreto en el área de Microbiología hemos desarrollado un bloque de prácticas mediante la técnica de Aprendizaje Basado en Problemas y el resto mediante la metodología tradicional de explicación previa del profesor y desarrollo de la práctica. Tanto la motivación del profesorado como de los estudiantes ha mejorado tras la aplicación de esta técnica docente. La adquisición de competencias también ha sido superior en las prácticas desarrolladas con esta metodología, en comparación con las desarrolladas por el método tradicional. Concluimos que esta metodología docente se puede adaptar perfectamente a la enseñanza universitaria, puede facilitar la comprensión del fundamento teórico y la adquisición de competencias en algunas clases prácticas, además de mejorar la motivación tanto del profesorado como de los estudiantes. Abstract Pre-university teachers have probed experience in applying new and innovative teaching methods, so we have been guided by professors from the High School “Cristo Rey Jaén” to develop these techniques in the scope of applicability of a Teaching Innovation Project titled “Transfer of collaborative teaching techniques from pre-university levels to practical classes at the University of Jaén”, that we obtained from this University and that implies the joint effort of four areas of knowledge in the Faculty of Experimental Sciences at the University of Jaén. Problem-Based Learning (PBL), a pedagogical approach and curriculum design methodology often used in higher education, has been used in practical classes in the Microbiology Unit. We have detected higher drive in both, teachers and students in those practical classes conducted with this methodology, when compared to traditional techniques. Proficiency acquired by students was also higher when applying this methodology, so we conclude it can be perfectly transposed to University in order to improve the understanding of the theoretical basis of practical classes, the competence acquisition by students and to increase the motivation of both, teachers and students.

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From the theory to practice: Five years of urban regeneration workshops

Journal of Technology and Science Education ◽

10.3926/jotse.382 ◽

2018 ◽

Vol 8 (3) ◽

pp. 179

Author(s):

Raimundo Bambó-Naya ◽

Pablo De la Cal-Nicolás ◽

Carmen Díez-Medina ◽

Sergio García-Pérez ◽

Javier Monclús-Fraga

Keyword(s):

Urban Regeneration ◽

Joint Work ◽

Teaching Innovation ◽

Academic Field ◽

Future Challenges ◽

Academic Courses ◽

The Subject ◽

The University ◽

Previous Phase ◽

Selection Of

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.

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Implementation of Cooperative Learning Strategies to Create 3D-Videos in EFL Teacher Training

Theoretical and Practical Approaches to Innovation in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1662-1.ch002 ◽

2020 ◽

pp. 17-41 ◽

Cited By ~ 1

Author(s):

Cristina A. Huertas-Abril

Keyword(s):

Teacher Training ◽

Cooperative Learning ◽

Foreign Language ◽

Learning Strategies ◽

Digital Competence ◽

Teaching Innovation ◽

Teaching Competence ◽

Efl Teacher ◽

Teaching Learning ◽

The University

This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

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The Study of the Scale through Space. Teaching Innovation Experience among Architecture Schools: Malaga, Seville and Palermo

Proceedings ◽

10.3390/proceedings2211354 ◽

2018 ◽

Vol 2 (21) ◽

pp. 1354

Author(s):

Susana Garcia-Bujalance ◽

Manfredi Leone ◽

Daniel Navas-Carrillo

Keyword(s):

Educational Innovation ◽

Landscape Design ◽

Teaching Innovation ◽

Territorial Planning ◽

General Terms ◽

Innovation Project ◽

The Subject ◽

The City ◽

Academic Results

The educational innovation project object of this communication focuses on the scale problems that arise in the projects of territorial planning carried out in architecture schools, but also in the loss of the scale concept related to thought and drawing. The project involved collaboration among the Schools of Architecture of Malaga, Palermo and Seville with the aim of carrying out a practical exercise among the students of two subjects that, working on different scales, addressed similar concepts. In particular, following an PBL methodology based on collaborative projects, the planning of the N-340 road in the city of Nerja (Málaga) was carried out. Firstly, the territorial scale is addressed in the subject of Urbanism IV at the School of Architecture of Malaga, proposing the continuity of its development at the scale of landscape design in another place and with other designers of the course of Landscape Laboratory at the School of Architecture of Palermo. Besides, having verified that the academic results have been -in general terms- more satisfactory, the project has allowed consolidating the academic relationship between the three schools, which has translated into the development of complementary training actions.

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Tres pilares para el aprendizaje significativo. Experiencia multidisciplinar en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada = Three pillars for significant learning. Multidisciplinary experience in the Escuela Técnica Superior de Ingeniería de Edificación of the University of Granada

Advances in Building Education ◽

10.20868/abe.2018.3.3833 ◽

2018 ◽

Vol 2 (3) ◽

pp. 65

Author(s):

Jose Antonio Méndez Serrano ◽

Lucía Comino Mateos ◽

Francisca García Rodríguez ◽

Emilio Gómez Cobos

Keyword(s):

Personal Growth ◽

Time Management ◽

Albert Einstein ◽

Teaching Innovation ◽

Coaching Process ◽

Innovation Project ◽

Toma De Decisiones ◽

The Individual ◽

The University ◽

Building Engineering

ResumenEl aprendizaje es experiencia, todo lo demás es información. (Albert Einstein). En nuestras escuelas, ¿informamos o creamos experiencias? ¿Cómo vieron la luz los grandes inventos y las teorías que hoy usamos en nuestro día a día? ¿Cuáles son las diferencias y similitudes entre los inventores y nuestros alumnos? ¿La docencia que yo realizo en el aula inspira a mis estudiantes a ser unos apasionados de lo que están haciendo, motivados por lo que van a descubrir y la utilidad que va tener para ellos, en su ámbito personal, profesional y, para la sociedad? Este artículo describe la experiencia y los resultados del Proyecto de Innovación Docente desarrollado en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada. Los procesos metodológicos aplicados para mejorar la docencia, los resultados académicos y el crecimiento personal de cada participante. Se ha basado en tres iniciativas clave: a) Docencia coordinada basada en proyectos entre las cinco asignaturas del semestre. Se ajustan cronogramas y se usa un único modelo arquitectónico como objeto práctico para todas las asignaturas, se complementa la evaluación individual de los estudiantes con una defensa oral ante los profesores de las asignaturas. b) Adaptación de las clases, basada en la neuroeducación, para evocar la curiosidad, la atención y la memorización. c) Talleres formativos y proceso individual de coaching. En los primeros se desarrolla el aprendizaje cooperativo entre iguales, (interdependencia positiva), gestión del tiempo, formas de ser en el aula, el arte de emocionar en público, toma de decisiones y gestión de conflictos. En el segundo, proceso de acompañamiento realizado por un coach acreditado, por el cual mediante preguntas reveladoras y dinámicas, al estilo de la mayéutica socrática, el estudiante potencia sus virtudes y habilidades e identifica creencias limitantes, transformándolas para crear resultados diferentes.AbstractLearning is experience, all else is information. (Albert Einstein). In our schools, do we inform or create experiences? How did the great inventions and the theories that we use in our day to day life come to light? What are the differences and similarities between the inventors and our students? Does The teaching that I carry out in the classroom inspires my students to be passionate about what they are doing, motivated by what they will discover and the utility that it will have for them, in their personal and professional environment and, for society? This article describes the experience and results of the Teaching Innovation Project developed at the School of Building Engineering at the University of Granada. The methodological processes applied to improve teaching, academic results and personal growth of each participant. It has been based on three key initiatives: a) Coordinated teaching based on projects among the five subjects of the semester. Schedules are adjusted and a single architectural model is used as a practical object for all subjects, the individual assessment of the students is complemented with an oral defense before the subject teachers. b) Adaptation of classes, based on neuroeducation, to evoke curiosity, attention and memorization. c) Training workshops and individual coaching process. In The first of them, cooperative learning among equals (positive interdependence), time management, ways of being in classroom, the art of thrilling in public, decision making and conflict management are developed. In the second, a process of accompanying conducted by an accredited coach, through revealing and dynamic questions, in the style of Socratic maieutic, the student strengthens their virtues and abilities and identifies limiting beliefs, transforming them to create different results.

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Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects

Impact ◽

10.21820/23987073.2020.8.15 ◽

2020 ◽

Vol 2020 (8) ◽

pp. 15-17

Author(s):

Akiko Suzuki

Keyword(s):

Social Sciences ◽

Teacher Training ◽

Graduate School ◽

Family Life ◽

General Purpose ◽

Home Economics ◽

Training Curriculum ◽

The Subject ◽

The University ◽

Japanese Schools

Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.

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LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2017.n1.v1.907 ◽

2017 ◽

Vol 1 (1) ◽

pp. 149

Author(s):

Lucía Mellado ◽

Susana Sánchez Herrera ◽

Florencio Vicente ◽

María Luisa Bermejo

Keyword(s):

Teacher Training ◽

Data Collection ◽

Student Learning ◽

The Other ◽

Secondary Teacher ◽

Social Emotions ◽

The Future ◽

Post Test ◽

The University

Abstract.THE EMOTIONAL METAPHORS ON THE STUDENTS LEARNING SEEN BY THE FUTURE PROFESSORS OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the post-test, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.Keywords: education, metaphors, emotions, student, secondary masterResumen.Las metáforas personales y emocionales ayudan al profesorado a reflexionar sobre sus concepciones y sus roles, nos dan una visión global de la vida del aula y tienden puentes entre lo cognitivo y lo afectivo. En este estudio se analizan en un pretest y en el postest las metáforas personales y emocionales que tienen los profesores sobre el aprendizaje del alumnado de ciencias de una muestra de estudiantes del Máster de Secundaria de formación del profesorado de la Universidad de Extremadura. El procedimiento de recogida de datos fue un cuestionario abierto donde tenían que describir sus metáforas y realizar un dibujo de ellas. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007):conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que en las metáforas generales respecto al aprendizaje de los alumnos, el mayor número corresponde a las autorreferenciadas (un 44.9%), seguidas de las transmisivas-conductistas, (un 32.0%), de las cognitivas-constructivistas (un 14.1%) y de las situadas. En las metáforas generales del postest, los participantes han expresado un total de 46 metáforas, y el mayor número corresponde a las autorreferenciadas (35.0%), seguidas de las conductistas- transmisivas (30.0%), de las cognitivas-constructivistas (27.5%) y de las situadas (7.5%). Al comparar el porcentaje de metáforas emocionales con las totales obtenidas en el pretest y en el postest bajan en la categoría conductista-transmisiva y sube en las otras tres categorías, respecto a las metáforas totales. Se han expresado emociones básicas y sociales, positivas, negativas y neutras en el aprendizaje del alumnado y se presentan emociones más negativas.Palabras claves: educación, metáforas, emociones, estudiante de orientación, máster de Secundaria.

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SEM model for technological, ecological and inclusive teacher training in times of pandemic

Texto Livre Linguagem e Tecnologia ◽

10.35699/1983-3652.2021.33640 ◽

2021 ◽

Vol 14 (2) ◽

pp. e33640

Author(s):

Antonio Hernández Fernández ◽

Claudia de Barros Camargo

Keyword(s):

Teacher Training ◽

Inclusive Education ◽

Structural Equation ◽

Ad Hoc ◽

Research Process ◽

Equation Model ◽

Correlational Research ◽

Confirmatory Factor ◽

The University ◽

The Relationship

This work tries to analyze the relationship between teacher training (TT), teacher training in inclusive education (TTIE), teacher training in technologies (TTT), teacher training in ecology (TTE) and teacher training in time of pandemic (TTP), through a confirmatory factor analysis (CFA) with structural equation model (SEM) of a Likert scale created ad hoc, validated and confirmed. For the search for answers, a non-experimental, descriptive, explanatory and correlational research process has been carried out. The instrument used to collect the data has been a scale, which has been validated in content and with an excellent Cronbach's alpha (.902). The construct validity has been carried out with an exploratory factorial analysis (EFA). The sample has been of 598 students of Master's Degree in Teacher Training and the last year (4th) of the Primary Education Degree from the University of Jaen (Spain). It can be concluded that there is a relationship between the different forms of teacher training, from the correlational analysis the highest coefficient is between teacher training and teacher training in ecology and teacher training in inclusive education. From the CFA it is confirmed that this correlation is a very strong one, so that inclusion and ecology should be central axes in all teacher training, on the other hand, it concludes the low relationship between teacher training and teacher training in times of pandemic, so that, at least in theory, Covid-19 should not affect teacher training.

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B-SMART: A university-industry teaching innovation project

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9323 ◽

2019 ◽

Author(s):

Dolors Gil-Doménech ◽

Jasmina Berbegal-Mirabent ◽

Marta Mas-Machuca

Keyword(s):

Design Thinking ◽

Teaching Method ◽

Daily Practice ◽

Teaching Innovation ◽

Theoretical Concepts ◽

Collaborative Environment ◽

Innovation Project ◽

The University ◽

Start Ups ◽

University Industry

The present work aims at presenting a teaching innovation project, the B-SMART, which has been implemented at UIC Barcelona in the academic year 2018/19. Conceived as a project to respond to social demands, the B-SMART project aims at creating a collaborative environment and at strengthening the ties between companies (mainly targeted to SMEs, start-ups and NGOs) and the university. To do so, students work on real challenges or projects posed by companies. This approach helps students to better understand the theoretical concepts taught in class as well as to boost soft skills that will be required in their daily practice. In turn, companies gain access to new talent (students), fresh ideas, and the knowledge and infrastructures available at the university. In this study we explain the project and pay special attention to the first two projects solved through the B-SMART project. We use design thinking as the teaching method. Preliminary results show that both students and companies benefit from this experience.

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