Improving the effective personality of pre-service teachers through service-learninga physical education approach

  1. Chiva-Bartoll, Oscar 1
  2. Gil-Gómez, Jesús 1
  3. Zorrilla-Silvestre, Lorena 1
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Revista:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Año de publicación: 2019

Volumen: 37

Número: 2

Páginas: 327-343

Tipo: Artículo

DOI: 10.6018/RIE.37.2.303331 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Revista de investigación educativa, RIE

Resumen

El aprendizaje-servicio se ha convertido en una metodología de enseñanza que promueve habilidades sociales y personales relacionadas con la personalidad eficaz. El objetivo de esta investigación fue conocer el efecto de la aplicación de un programa de aprendizaje-servicio sobre la personalidad eficaz de los maestros/as en formación. Se aplicó un enfoque metodológico mixto. Los resultados del análisis cuantitativo revelaron que el programa dio lugar a una mejora significativa de la personalidad eficaz, tanto en la comparación de las mediciones previas y posteriores del grupo experimental, como en la comparación entre las dos mediciones posteriores del cuestionario entre el grupo experimental y el control. El análisis cualitativo complementó estos resultados mostrando que los maestros/as en formación también hicieron alusión a mejoras en dimensiones tales como autorrealización social, autoestima y autoeficacia para la resolución de problemas. Además, su discurso defendió la idoneidad del aprendizaje-servicio para fortalecer e implementar las lecciones teóricas aprendidas durante su formación. En general, estos resultados son consistentes con investigaciones previas que señalan cómo los maestros en formación que participan en aprendizaje-servicio se vuelven más reflexivos y capaces de resolver problemas de interacción con respecto a sus compañeros de clase y otros agentes sociales. En conclusión, la investigación muestra la contribución positiva que ejerce la influencia del aprendizaje-servicio sobre los maestros en formación en términos de contenido de aprendizaje y crecimiento profesional y personal.

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Fuente de los datos: Dialnet