Publication: Análisis de los efectos de un proyecto innovador de
co-docencia en la universidad
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Date
2022
Authors
Pla-Campas, Gil ; Arumí-Prat, Joan ; Simó-Gil, Núria
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.499111
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info:eu-repo/semantics/article
Description
Abstract
Con la voluntad de mejorar la enseñanza en la universidad se presenta el estudio de un proyecto de
innovación didáctica en la educación superior que se corresponde con el modelo de codocencia de
creación de equipo. El proyecto implica la integración de dos asignaturas con profesores, objetivos,
cargas formativas e incluso tipos de aulas diferentes. El trabajo pretende mostrar los efectos de la
aplicación de un modelo de docencia no convencional en la experiencia académica del alumnado y del
profesorado. Mediante un enfoque cualitativo y a través de cuestionarios, grupos de debate y
entrevistas en profundidad se analizan los efectos de la codocencia en tres categorías de análisis
distintas: la logística del programa, el aprendizaje del alumnado y el rol del profesorado. Los resultados
indican que los efectos son de magnitud diferente en cada dimensión de análisis y, además, que los
efectos en estas dimensiones se perciben de manera distinta según los agentes. A modo de
conclusiones, el trabajo concluye los tres efectos más significativos para iniciar y mantener proyectos
de codocencia en educación superior.
A study of a didactic innovation project in higher education based on the team-building co-teaching model is presented. The project involves the integration of two subjects with two teachers, different objectives, training loads and even different types of classrooms. The purpose of this research is to show the effects of the application of this unconventional teaching model in the academic experience of students and teachers. Through a qualitative approach and by means as of questionnaires, discussion groups and in-depth interviews; the research studies the effects of teaching experience in three major categories of analysis: the logistics of the program, student learning and the role of teachers. The results show different magnitude of the effects for each dimension of analysis and, in addition, results also show different perceptions for each dimension of analysis in accordance with each agents’ perspective. As a conclusion, the work concludes the three most significant effects for starting and maintaining co-teaching projects in higher education.
A study of a didactic innovation project in higher education based on the team-building co-teaching model is presented. The project involves the integration of two subjects with two teachers, different objectives, training loads and even different types of classrooms. The purpose of this research is to show the effects of the application of this unconventional teaching model in the academic experience of students and teachers. Through a qualitative approach and by means as of questionnaires, discussion groups and in-depth interviews; the research studies the effects of teaching experience in three major categories of analysis: the logistics of the program, student learning and the role of teachers. The results show different magnitude of the effects for each dimension of analysis and, in addition, results also show different perceptions for each dimension of analysis in accordance with each agents’ perspective. As a conclusion, the work concludes the three most significant effects for starting and maintaining co-teaching projects in higher education.
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