Publication: Jornada lectiva, aprendizajes y vida cotidiana del alumnado de Educación Secundaria Postobligatoria
Authors
Cruz López, Laura ; Morán de Castro, M.ª Carmen
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
El artículo se deriva del proyecto coordinado I+D+i RESORTES centrado en el estudio de los tiempos sociales y su incidencia en la construcción cotidiana de la condición juvenil. Este trabajo tiene como objetivo analizar, a través de las respuestas a cuestionarios específicos, las valoraciones de profesorado y alumnado de Educación Secundaria Postobligatoria sobre la organización e incidencia de varias unidades del tiempo escolar (horarios, jornada lectiva) en el rendimiento y competencias académicas, necesidades psicobiológicas y
realización de actividades relacionales. Los resultados presentan una visión optimista, pero desvelan inconsistencias y cuestionamientos en el análisis pormenorizado atendiendo, fundamentalmente, a la experiencia profesional.
This article reports on a coordinated Research, Development and Innovation project (RESORTES) that explored the social use of time and its influence on the daily construction of youth identity. A specific questionnaire was employed to analyze post-compulsory secondary school students’ and teachers’ evaluations of the organization of school time (the school day and its scheduling) and its impact on achievement and academic competencies, psycho-biological needs, and participation in relational activities. The results invite an overall optimistic interpretation while, at the same time, the detailed analysis reveals inconsistencies and raises questions, especially related to the professional experience.
This article reports on a coordinated Research, Development and Innovation project (RESORTES) that explored the social use of time and its influence on the daily construction of youth identity. A specific questionnaire was employed to analyze post-compulsory secondary school students’ and teachers’ evaluations of the organization of school time (the school day and its scheduling) and its impact on achievement and academic competencies, psycho-biological needs, and participation in relational activities. The results invite an overall optimistic interpretation while, at the same time, the detailed analysis reveals inconsistencies and raises questions, especially related to the professional experience.
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