Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 29, Núm. 1 (2026)
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- PublicationOpen AccessEfectos de la combinación de aprendizaje-servicio y aprendizaje basado en juego sobre las competencias cooperativas del alumnado universitario(Universidad de Murcia. Servicio de Publicaciones, 2026) Rodríguez Rivera, Paula; Manzano León, Ana; Rodríguez Ferrer, José Mª.; Sin departamento asociadoEste estudio analiza el impacto del “Aprendizaje-Servicio Lúdico”, un proyecto de innovación educativa que integra Aprendizaje-Servicio (ApS) y Aprendizaje Basado en Juego (ABJ), en el desarrollo del aprendizaje cooperativo. Se utilizó un diseño cuasi-experimental con grupo control y mediciones pre y postest, con una muestra de 411 estudiantes de cinco universidades españolas. Los resultados evidencian mejoras significativas en todas las dimensiones del aprendizaje cooperativo en el grupo experimental, así como una alta valoración del ApS lúdico en términos de desarrollo académico, profesional y social. Se concluye que la combinación de ApS y ABJ impacta positivamente en la experiencia formativa global y la aplicación contextualizada del conocimiento.
- PublicationOpen AccessEstudio de la percepción del profesorado de centros de educación especial respecto de la CDPD y la educación inclusiva(Universidad de Murcia. Servicio de Publicaciones, 2026) Rabal Alonso, José María; Álvarez Martínez-Iglesias, José María; Molina Saorín, Jesús; Didáctica y Organización EscolarIntroduction: In recent years, the debate on school inclusion has intensified, with a solid regulatory framework that contrasts with a reality in classrooms marked by inequalities, heterogeneous practices, and tensions between principles and context. Objective: The aim is to describe teachers' inclusive knowledge in special education contexts.Methodology: quantitative, non-experimental, cross-sectional study with a sample of 123 teachers from the Murcia region, administered online using descriptive analysis, Spearman correlations, and Kruskal Wallis.Results:there is a high presence of students with sensory difficulties; declared universal teaching knowledge, but limited assessment skills from a UDL perspective.Conclusions: teachers have solid normative and planning bases, but criticism persists regarding inclusive assessment practices and attitudes, suggesting specific training needs and future studies with larger samples.
- PublicationOpen AccessAutoconcepto artístico-musical del profesorado de Educación Primaria en formación: efecto de las variables del género y de la trayectoria formativa y experiencia(Universidad de Murcia. Servicio de Publicaciones, 2026) García Díaz, Isidoro; Rosa Napal, Francisco C.; Castro Alonso, Vicente; Archilla Segade, Héctor; Sin departamento asociadoThis study explores the artistic-musical self-concept of prospective teachers enrolled in the Primary Education degree program at two Spanish universities. Employing a quantitative research design through the administration of a questionnaire (n = 278), the study investigates participants’ perceived competence across several dimensions of musical, dance, and dramatic expression, including performance, improvisation, composition, performativity, and the management of creative processes. Non-parametric statistical tests (Wilcoxon, Mann-Whitney, and Kruskal-Wallis) were applied to identify significant differences based on gender and prior educational background. The findings indicate a more robust self-concept in organizational and evaluative tasks, contrasted with lower perceived competence in creative and expressive activities, particularly those associated with musical notation and composition. Statistically significant differences emerged in relation to gender and artistic background, underscoring the fragmented nature of self-concept shaped by prior experiences and sociocultural factors. The study advocates for the reinforcement of arts education as a core element within teacher training curricula, to promote a more inclusive, transformative, and normativelyaligned approach to music education.