Tareas para casa, rendimiento académico e implicación de padres y profesores

  1. Núñez, José C. 1
  2. Vallejo, Guillermo 1
  3. Cerezo, Rebeca 1
  4. Regueiro, Bibiana 2
  5. Rosário, Pedro 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  3. 3 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

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Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2014

Título del ejemplar: CONVIVIR Y CONDUCTA

Volumen: 7

Número: 1

Páginas: 417-424

Tipo: Artículo

DOI: 10.17060/IJODAEP.2014.N1.V7.811 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objetivos de desarrollo sostenible

Resumen

Las Tareas para Casa (TPC), en el ámbito anglosajón “homework” y en el español denominadas “deberes escolares”, constituyen una de las actividades más rutinarias del ámbito escolar y es por ello que forman parte de la realidad cotidiana de alumnos y profesores. Pese a su actual presencia en el contexto académico, la necesidad de prescribir TPC a los estudiantes ha sido ampliamente cuestionada a lo largo de los años. Aunque han existido opiniones contrarias a las TPC, como ocurrió cuando la popular revista Time, en 1999, con las TPC como portada, advirtió de que éstas podían suponer una sobrecarga para los alumnos y sus familias (Corno, 1996), parece que ha terminado por imponerse la opinión favorable a ellas, la cual han defendido numerosos autores y en la que se reconocen estas tareas como un indicador de escuelas y alumnos exitosos (Epstein & Van Voorhis, 2001). En concreto, se entiende que la realización de TPC mejora las habilidades de estudio de los alumnos, sus actitudes hacia el trabajo y les enseña que el aprendizaje no sólo se produce dentro de las paredes del colegio (Trautwein, Lüdtke, Schnyder, & Niggli, 2006).

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Fuente de los datos: Dialnet