"Ahora nos ayudamos más”: Docencia compartida y clima social de aula. Experiencia con el modelo de Educación. Deportiva. [“Now we help ourselves more”: Team-teaching and social classroom climate. Experience with Sport Education].

Antonio Calderón, Diego Martínez de Ojeda, Juan José Valverde, Antonio Méndez-Giménez

Resumen


El potencial de la docencia compartida (o co-enseñanza) como estrategia que facilite la creación de entornos de aprendizaje efectivos, es aún desconocido. En este estudio se investiga por ello su efecto sobre una variable contextual, que puede condicionar la consecución de los objetivos de aprendizaje (Clima Social Aula), implementando el modelo de Educación Deportiva. Se utilizó para ello un diseño cuasi-experimental con medidas pre y post intervención que contó con 112 estudiantes de 3º, 4º, 5º y 6º de Primaria. Cuatro clases experimentaron la docencia compartida (dos docentes para dos clases). Otras dos permanecieron con el agrupamiento tradicional (un docente por clase). Tras el análisis de información recogida de la escala Clima Social Aula, de las entrevistas y diarios se encontró que la docencia compartida y la intervención pedagógica basada en el modelo de Educación Deportiva utilizada, mejoraron el Clima Social Aula de los grupos que la experimentaron. El uso de la co-enseñanza favoreció la implicación y el trabajo en equipo del alumnado. Son múltiples las líneas de investigación que surgen de este trabajo, por ejemplo el análisis del uso prolongado de la docencia compartida y su efecto sobre el aprendizaje en otras etapas educativas, así como su potencial en los procesos de formación inicial y/o permanente del profesorado efectivas.

Abstract

The potential of team-teaching (or co-teaching) as strategy to promote the creation of effective learning environments, is still unknown. This study investigates its effect on one of the contextual variables that may influence the achievement of learning objectives as the social classroom climate, along a Sport Education season. A quasi-experimental design with pre and post intervention measures which had 112 students in 3rd, 4th, 5th and 6th grade was done. Four classes experienced the team-teaching (two teachers for two classes). Other two remained with the traditional setting (one teacher per class). After the analysis of the Social Classroom Climate scale, of the interviews, and the teachers’logs, it was found that team-teaching and the pedagogical intervention based on Sport Education improved the social classroom climate. The use of co-teaching favored the involvement and collaborative work of the students. There are multiple lines of research arising from this work, for example the analysis of persisted use of team-teaching and its effect on learning in other educational stages, but also its potential on the effectiveness of teacher education and professional development.

http://dx.doi.org/10.5232/ricyde2016.04403

------------------------------------------------------------------------

Referencias/references

Araujo, R.; Mesquita, I., & Hastie, P. A. (2014). Review of the Status of Learning in Research on Sport Education: Future Research and Practice. Journal of Sports Science and Medicine, 13, 846-858.

Austin, V. L. (2001). Teachers' beliefs about co-teaching. Remedial and Special Education, 22, 245-255

Azzarito, L., & Solmon, M. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education and Society, 10(1), 25-47.
http://dx.doi.org/10.1080/135733205200028794

Barbier, R. (1997). L´Approche Transversale. L´écoute sensible en sciencies humaines. París: Anthropos.

Bardin, L. (2002). Análisis de contenido. Madrid: Ediciones Akal.

Buckley, C. (2005). Establishing and maintaining collaborative relationships between regular and special education teachers in middle school social studies inclusive classrooms. In T. E. Scruggs y M. A. Mastropieti (Eds.). Cognition and learning in diverse settings: Vol 18. Advances in learning and behavioral disabilities (pp. 153-198). Oxford, UK: Elsevier.

Calderón, A., y Martínez de Ojeda, D. (2014). Unidad didáctica de balón-tiro en una temporada de Educación Deportiva. En A. Méndez-Giménez (Ed.). Modelos de enseñanza en educación física: Unidades didácticas de juegos deportivos de diana móvil, golpeo y fildeo y pared (pp. 115-150). Madrid: Editorial Grupo 5.

Calderón, A.; Martínez de Ojeda, D., y Méndez-Giménez, A. (2013). Formación permanente y percepción del profesorado sobre el desarrollo de las competencias básicas con el modelo de Educación Deportiva. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 23, 33-38.

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 25(3), 1-16

Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique trends, current trend, and suggestions for success. The High School Journal, 86(4), 1-13.

Dunkin, M., & Biddle, B. (1974). The study of teaching. New York: Holt, Rinehart and Winston.

Ennis, C. D. (2014). The role of students and content in teacher effectiveness. Research Quarterly for Exercise and Sport, 85(1), 6-13.
http://dx.doi.org/10.1080/02701367.2014.872979

Ennis, C. D., & Chen, S. (2012). Interviews and focus groups. En Armour, K., Macdonald, D. (Ed.), Research Methods in Physical Eduction and Youth Sport. (p. 217-236). New York: Routledge.

Fittipaldi-Wert, J.; Brock, S. J.; Hastie, P. A.; Arnold, J. B., & Guarino, A. (2007). Effects of a sport education curriculum model on the experiences of students with visual impairments. Palaestra, 24(3), 6-10.

Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45(1), 83-93.
http://dx.doi.org/ 10.1080/0013188032000086145

Grenler, M. A. (2011). Coteaching in physical education : A strategy for inclusive practice. Adapted Physical Activity Quarterly, 28, 95-112

Gump, P. V. (1964). Enviromental guidance of the classroom behavioural system. En B. J. Biddle, y W. J. Ellena (Eds.), Contemporary Research on Teacher Effectiveness, New York: Holt, Rinehart and Winston.

Hastie, P. A. (1998a). Skill and tactical development during a sport education season. Research Quarterly for Exercise and Sport, 69, 368-379.
http://dx.doi.org/10.1080/02701367.1998.10607711

Hastie, P. A. (1998b). The participation and perceptions of girls within a unit of sport education. Journal of Teaching in Physical Education, 17, 157-171.

Hastie, P. A.; Martínez de Ojeda, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education y Sport Pedagogy, 16(2), 103-132.
http://dx.doi.org/10.1080/17408989.2010.535202

Hastie, P. A.; Rudisill, M., & Boyd, K. (2015). An ecological analysis of a preschool mastery climate physical education programme. Physical Education and Sport Pedagogy.
http://dx.doi.org/10.1080/17408989.2015.1017454

Hastie, P. A., & Sinelinikov, O. A. (2006). Russian students' participation in and perceptions of a season of sport education. European Physical Education Review, 12(2), 131-150.
http://dx.doi.org/10.1177/1356336X06065166

Hattie, J. (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Hattie, J.; Biggs, J., & Purdie, N. (1996). Effects of learning skill interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136.
http://dx.doi.org/10.3102/00346543066002099

Joyce, B., & Weil, M. (1972). Models of teaching. Englewood Cliffs, NJ: Prentice Hall.

Jurado, M. D. (2011). El diario como instrumento de autoformación e investigación. Revista Qurriculum, 24, 173-200.

Ka, L. C., & Cruz, A. (2006). The effect of sport education on secondary six students' learning interest and collaboration in football lessons. Journal of Physical Education & Recreation, 12(2), 13-22.

Kirk, D. (2013). Educational value and model-based practice in Physical Education. Educational Philosophy and Theory, 45(9), 973-986.
http://dx.doi.org/10.1080/00131857.2013.785352

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.

Martín, E., y Onrubia, J. (coords.) (2011). Orientación educativa. Procesos de innovación y mejora de la enseñanza. Madrid: Graó.

Mico-Cebrián, P., y Cava, M. J. (2014). Sensibilidad intercultural, empatía, autoconcepto y satisfacción con la vida en alumnos de Educación Primaria. Infancia y Aprendizaje: Journal for the Study of Education and Development, 37(2), 342-363.
http://dx.doi.org/10.1080/02103702.2014.918819

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.

Moreno, J. A.; Sicilia, A.; Martínez, C., y Alonso, N. (2008). Coeducación y climas de aprendizaje en educación física. Aportaciones desde la teoría de Metas de Logro. RICYDE. Revista Internacional de Ciencias del Deporte, 11(4), 42-64.
http://dx.doi.org/10.5232/ricyde2008.01104

Patrick, H.; Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367-382.
http://dx.doi.org/10.1037/a0023311

Pérez, C. (2007). Efectos de la aplicación de un programa de educación para la convivencia sobre el clima social del aula en un curso de 2º de ESO. Revista de Educación, 343, 503-529.

Pérez, A.; Ramos, G., y López, E. (2009). Diseño y análisis de una escala para la valoración de la variable clima social aula en alumnos de Educación Primaria y Secundaria. Revista de Educación, 350, 221-252.

Pianta, R. C.; Belsky, J.; Vandergrift, N.; Houts, R., & Morrison, F. J. (2008). Classroom Effects on Children’s Achievement Trajectories in Elementary School. American Educational Research Journal, 45(2), 365-397.
http://dx.doi.org/10.3102/0002831207308230

Reynolds, D.; Sammons, P.; De Fraine, B.; Van Damme, J.; Townsend, T.; Teddlie, C., et al. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 25(2), 197-230.

Rosenberg, D.; Fejgin, N., & Talmor, R. (2003): Perceptions of immigrant students on the absorption process in an israeli physical education and sport college. European Journal of Physical Education, 8(1), 52-77

Salend, S. J.; Johansen, M.; Mumpet, J.; Chase, A. S.; Pike, K. M., & Dotney, J. A. (1997). Cooperative teaching: The voices of two teachers. Remedial and Special Education, 18, 3-11.
http://dx.doi.org/10.1177/074193259701800103

Sánchez, A. M.; Rivas, M. T., y Trianes, M. V. (2006). Efectos de la aplicación de un programa de educación para la convivencia sobre el clima social del aula en un curso de 2º de ESO. Revista Electrónica de Investigación Psicoeducativa, 9(2), 353-370.

Sanhueza, S. V., y Cardona, M. C. (2009). Evaluación de la sensibilidad intercultural en alumnado de Educación Primaria escolarizado en aulas culturalmente diversas. Revista de Investigación Educativa, 27(1), 247-262.

Scruggs, T. E.; Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Excepcional Children, 73(4), 392-416.

Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.

Siedentop, D.; Hastie, P. A., & van der Mars, H. (2004). Complete guide to Sport Education. Champaign, IL: Human Kinetics.

Silverman, S. (2005). Thinking long term: Physical education’s role in movement and mobility. Quest, 57, 138-147.
http://dx.doi.org/10.1080/00336297.2005.10491847

Simpson, J. F.; Thurston, R. J., & James, L. E. (2014). Exploring personality differences of teachers for co-teaching. Journal of Instructional Psychology, 41, 100-105.

Sinelnikov, O. A., & Hastie, P. (2010). A motivational analysis of a season of sport education. Physical Education & Sport Pedagogy, 15(1), 55-69.
http://dx.doi.org/10.1080/17408980902729362

Siry, C. A. (2011). Emphasizing collaborative practices in learning to teach: coteaching and cogenerative dialogue in a field‐based methods course. Teaching Education, 22(1), 91-101.

Strogilos, V., y Stefanidis, A. (2015). Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement. Teaching and Teacher Education, 47, 218–229.

Vidoni, C., & Ward, P. (2009). Effects of fair play instruction on student social skills during a middle school sport education unit. Physical Education y Sport Pedagogy, 14 (3), 285-310.
http://dx.doi.org/10.1080/17408980802225818

Wallhead, T., & O'Sullivan, M. (2005). Sport education: Physical education for the new millennium? Physical Education y Sport Pedagogy, 10 (2), 181-210.

Weiss, M. P. (2004). Co-teaching as science in the schoolhouse: More questions than answers. Journal of Learning Disabilities, 37, 218-223.
http://dx.doi.org/10.1177/00222194040370030601

Weiss, M. P., & Brigham, F. J. (2000). Co-teaching and the model of shared responsibility: What does the research support? In T. E. Scruggs y M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 14. Educational interventions (pp. 217-245). Oxford: UK: Elsevier.

Willis, L. D.; Kretschmann, G.; Lewis, K., & Montes, C. (2014). An engaging pedagogy for Social Education: Co-teaching in a teacher education program. The Social Educator, 32(3), 23-36.


Palabras clave/key words


docencia compartida; clima social aula; modelos de enseñanza; educación física/team-teaching; social classroom climate; pedagogical models; physical education.

Texto completo/Full Text:

PDF




------------------------ 0 -------------------------

RICYDE. Revista Internacional de Ciencias del Deporte
logopublisher_168sello_calidad_fecyt_2015
Publisher: Ramón Cantó Alcaraz
ISSN:1885-3137 - Periodicidad Trimestral / Quarterly
Creative Commons License