Publication: Aprendizaje-Servicio y práctica docente: una relación para el cambio educativo
Authors
Mayor Paredes, Domingo ; Rodríguez Martínez, Dolores
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Publisher
Universidad de Murcia
Universidad de Murcia. Servicio de Publicaciones
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
Este artículo presenta los resultados de una investigación centrada en el análisis de la
influencia que tienen los proyectos de Aprendizaje-Servicio en el desarrollo y mejora de la
práctica escolar. El estudio tomó como eje de indagación un aula de primaria, y los efectos que
se iban desencadenando durante la implementación del proyecto en el que participaron: maestra
y alumnado de primaria, profesora y alumnado de la universidad y representantes de distin-
tas instituciones. Para ello se utilizó el estudio de caso como metodología de la investigación
y la observación participante, entrevistas semiestructuradas y análisis de documentos como
estrategias para la recogida de información. Los resultados obtenidos permiten constatar los
efectos producidos en relación a las concepciones pedagógicas de la docente, la programación
curricular de aula y el desarrollo profesional. A partir de los hallazgos alcanzados se concluye
que el Aprendizaje-Servicio abre nuevos horizontes para el diseño de prácticas innovadoras de
utilidad social.
This article presents the results of a study analyzing the influence of Service–Learning projects on the development and improvement of educational practices. A primary school classroom was used as the study’s axis for investigation and the effects that were triggered during the project’s implementation where the primary school teacher and students, the university professor and students and representatives of different institutions took part. The research methodology used was a case study and the strategies of collecting information were participant observation, semi-structured interviews and analysis of documents. The results have enabled us to demonstrate the effects of the pedagogical conceptions of the teacher, classroom curricular programming and professional development. Based on these findings, we conclude that Service-Learning opens new horizons for the design of innovative practices of social utility.
This article presents the results of a study analyzing the influence of Service–Learning projects on the development and improvement of educational practices. A primary school classroom was used as the study’s axis for investigation and the effects that were triggered during the project’s implementation where the primary school teacher and students, the university professor and students and representatives of different institutions took part. The research methodology used was a case study and the strategies of collecting information were participant observation, semi-structured interviews and analysis of documents. The results have enabled us to demonstrate the effects of the pedagogical conceptions of the teacher, classroom curricular programming and professional development. Based on these findings, we conclude that Service-Learning opens new horizons for the design of innovative practices of social utility.
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