"Ahora nos ayudamos más"Docencia compartida y clima social de aula. Experiencia con el modelo de Educación. Deportiva

  1. Antonio Calderón 1
  2. Diego Martínez de Ojeda 2
  3. Juan José Valverde 2
  4. Antonio Méndez Giménez 3
  1. 1 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

  2. 2 CEIP Profesor Enrique Tierno de Murcia
  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Erakutsi afiliazioak +
Aldizkaria:
RICYDE. Revista Internacional de Ciencias del Deporte

ISSN: 1885-3137

Argitalpen urtea: 2016

Zenbakien izenburua: Abril

Alea: 12

Zenbakia: 44

Orrialdeak: 121-136

Mota: Artikulua

DOI: 10.5232/RICYDE2016.04403 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: RICYDE. Revista Internacional de Ciencias del Deporte

Garapen Iraunkorreko Helburuak

Laburpena

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 invervention 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). Afther 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 example the analysis of persisted use of team-teachng and its effect on learning in the other educational stages, but also its potential on the effectiveness of teacher educational and professional development.

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