Publication: Aprendizaje-Servicio y construcción de materiales en la
formación inicial del profesorado de Educación Física
Authors
Abellán, Jorge ; Hernández-Martínez, Andrea
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Publisher
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DOI
https://doi.org/10.47553/rifop.v96i35.1.83261
0213-8646
0213-8646
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info:eu-repo/semantics/article
Description
Abstract
El Aprendizaje-Servicio supone la posibilidad de aprender
contenidos de los programas formativos mientras se presta
un servicio a la comunidad, tratando de atender una
necesidad existente en la sociedad y no cubierta. El presente
trabajo presenta la realización de una experiencia de
Aprendizaje-Servicio en la que participaron 34 futuros
maestros de Educación Física, que debían prestar un
servicio a un grupo de 14 personas con discapacidad
intelectual (DI), dirigiendo sesiones de Educación Física,
construyendo para ello su propio material con material
reciclado. Las personas con DI no contaban con
profesionales encargados de realizar sesiones de EF de
manera habitual. Se evaluaron: i) creencias y opiniones
sobre la utilización del material reciclado en Educación
Física, con el objetivo de evaluar el aprendizaje del
programa, y, la ii) opinión sobre la experiencia con dicho
material y la opinión sobre el potencial educativo del
Aprendizaje-Servicio, para evaluar el servicio prestado,
todo ello a través de la Escala de creencias y actitudes hacia
el material reciclado y la Escala de valoración de la
experiencia con material reciclado. Los resultados
muestran que los futuros maestros de EF mejoraron sus
actitudes hacia la construcción de material reciclado y
valoraron de manera positiva la implementación del
programa de Aprendizaje-Servicio. Los participantes
destacaron que aprendían más cuando realizaban
experiencias prácticas, como es el caso del programa
realizado. De manera que se concluye que la inclusión de
programas de esta naturaleza puede ser adecuada para la
mejora del desarrollo profesional en la formación inicial del
profesorado.
the community, trying to meet an existing need in society and that is not covered. This paper presents the realization of a Service-Learning experience involving 34 pre-service teachers (PTS) of Physical Education (PE), who were to serve a group of 14 people with intellectual disability (II), conducting PE sessions, building their own material with recycled material. People with II did not have professionals in charge of regular PE sessions. It evaluated: (i) beliefs and opinions on the use of recycled material in PE, with the aim of evaluating program learning, and, (ii) opinion on experience with such material and opinion on the educational potential of Service- Learning, to assess the service provided, all of this through the Scale of beliefs and attitude towards recycled material and the Scale of assesment of the experience with recycled material. The results show that PST of PE improved their attitudes towards building recycled material and positively valued the implementation of the Service-Learning program. Participants emphasized that they learned more when they were doing hands-on experiences, such as the program. Therefore, it is concluded that the inclusion of programs of this nature may be suitable for the improvement of professional development in the initial training of teachers
the community, trying to meet an existing need in society and that is not covered. This paper presents the realization of a Service-Learning experience involving 34 pre-service teachers (PTS) of Physical Education (PE), who were to serve a group of 14 people with intellectual disability (II), conducting PE sessions, building their own material with recycled material. People with II did not have professionals in charge of regular PE sessions. It evaluated: (i) beliefs and opinions on the use of recycled material in PE, with the aim of evaluating program learning, and, (ii) opinion on experience with such material and opinion on the educational potential of Service- Learning, to assess the service provided, all of this through the Scale of beliefs and attitude towards recycled material and the Scale of assesment of the experience with recycled material. The results show that PST of PE improved their attitudes towards building recycled material and positively valued the implementation of the Service-Learning program. Participants emphasized that they learned more when they were doing hands-on experiences, such as the program. Therefore, it is concluded that the inclusion of programs of this nature may be suitable for the improvement of professional development in the initial training of teachers
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