Publication: Grupos Interactivos como estrategia
para la mejora educativa: estudio de casos en una
comunidad de aprendizaje
Authors
Ordóñez-Sierra, Rosario ; Rodríguez-Gallego, Margarita ; Rodríguez-Santero, Javier
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El propósito de esta investigación es analizar y valorar la planificación, ejecución e impacto
de los grupos interactivos como una estrategia para la mejora educativa, desde la propia perspectiva del profesorado y personal voluntario que la emplea. Para ello, realizamos un estudio de
casos en una escuela constituida como comunidad de aprendizaje, cuya metodología se apoya en
el desarrollo de Grupos Interactivos, es decir, sobre la interacción dialógica y colaborativa que
implican las pequeñas agrupaciones heterogéneas de alumnos bajo la tutela-coordinación de una
persona adulta para resolver actividades de aprendizaje. La muestra ha estado constituida por
220 estudiantes, 10 profesores y 4 voluntarias que han colaborado como observadores y apoyo
en los G.I. y 2 investigadoras. Se ha efectuado observación directa de 40 sesiones de grupos
interactivos y 10 entrevistas al profesorado. Se realiza un análisis de contenido mediante un
proceso de codificación válido y fiable. Los resultados muestran planificaciones del profesorado
a corto plazo orientadas a la resolución de actividades de aprendizaje de corta duración. Se
observa que un elevado porcentaje de alumnado culmina satisfactoriamente las actividades en
el tiempo establecido, logrando además un aumento de la atención, la cooperación y la disciplina. Estos resultados son coincidentes con los de otras investigaciones internacionales que
apuntan la necesidad de incorporar estrategias didácticas basadas en la interacción, el diálogo
y la cooperación como vía para la mejora e inclusión educativa.
This piece of research aims at discussing and reviewing interactive groups (IG) planning, execution and impact as a means of improving education all the perspective of teachers and volunteers. With that aim a case study was put together at a learning community, whose methodology is predicated on building IGs, i.e. on dialogic and collaborative interaction involving small heterogeneous cohorts of students monitored by an adult person assisting in the solving of learning activities. The sample was made up of 220 students, 10 teachers, four volunteers – making IG observation and support contributions –, and two researchers. Direct observation of 40 sessions of IG and 10 teacher interviews were reported. A content analysis was conducted through valid and reliable coding. The findings show teachers’ short-term planning geared towards solving short-term learning activities. A high proportion of students was reported to have successfully completed activities within the allocated time, achieving a higher degree of attention, cooperation and discipline. These findings are in line with those of other international research outlining the need to integrate interaction-, dialogue-, and cooperation-based teaching strategies as a means to enhance education.
This piece of research aims at discussing and reviewing interactive groups (IG) planning, execution and impact as a means of improving education all the perspective of teachers and volunteers. With that aim a case study was put together at a learning community, whose methodology is predicated on building IGs, i.e. on dialogic and collaborative interaction involving small heterogeneous cohorts of students monitored by an adult person assisting in the solving of learning activities. The sample was made up of 220 students, 10 teachers, four volunteers – making IG observation and support contributions –, and two researchers. Direct observation of 40 sessions of IG and 10 teacher interviews were reported. A content analysis was conducted through valid and reliable coding. The findings show teachers’ short-term planning geared towards solving short-term learning activities. A high proportion of students was reported to have successfully completed activities within the allocated time, achieving a higher degree of attention, cooperation and discipline. These findings are in line with those of other international research outlining the need to integrate interaction-, dialogue-, and cooperation-based teaching strategies as a means to enhance education.
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