OPINIÓN DE LOS DOCENTES ACTIVOS Y DOCENTES EN FORMACIÓN DE EDUCACIÓN PRIMARIA SOBRE EL USO DE METODOLOGÍAS ACTIVAS EN CLASE
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2021-11-04
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
[ES] Objetivo: Analizar el uso y la importancia que dan los docentes de Educación Primaria a las metodologías activas, y comprobar si existen diferencias entre los docentes en activo y los docentes en formación. Participantes: Participaron 118 hombres y mujeres docentes de Educación primaria, 49 estaban en activo y 69 en formación universitaria. Metodología: Se empleó un diseño descriptivo de corte transversal, con un análisis de frecuencias y porcentajes, con estudio de correlaciones entre variables, y un cuestionario elaborado ad-hoc como instrumento para la recogida de información. Resultados: La mayoría conocen las metodologías activas (98,3%), aunque solo un 24,6% las utilizan en sus clases. Existen diferencias significativas en la opinión sobre los aprendizajes que fomentan las metodologías activas al comparar los docentes activos y en formación, en función del sexo y del tipo de centro educativo.
Si bien no se encuentran diferencias al comparar docentes que imparte Educación Física con el resto de docentes, ni si el centro está en un núcleo rural o urbano.
[EN] Objective: Analyze the use and importance that Primary Education teachers give to active methodologies, and to check if there are differences between active teachers and teachers in training. Participants: 118 men and women primary education teachers participated, 49 were active and 69 were in university training. Methodology: A descriptive cross-sectional design was used, with an analysis of frequencies and percentages, with a study of correlations between variables, and an ad-hoc questionnaire as an instrument to collect information. Results: Most know the active methodologies (98.3%), although only 24,6% use them in their classes. There are significant differences in the opinion about the learning that active teachers and those in training, depending on sex and type of educational center. Although no differences are found when comparting teachers who teach Physical Education with the rest of teachers, nor if the center is in a rural or urban nucleus.
[EN] Objective: Analyze the use and importance that Primary Education teachers give to active methodologies, and to check if there are differences between active teachers and teachers in training. Participants: 118 men and women primary education teachers participated, 49 were active and 69 were in university training. Methodology: A descriptive cross-sectional design was used, with an analysis of frequencies and percentages, with a study of correlations between variables, and an ad-hoc questionnaire as an instrument to collect information. Results: Most know the active methodologies (98.3%), although only 24,6% use them in their classes. There are significant differences in the opinion about the learning that active teachers and those in training, depending on sex and type of educational center. Although no differences are found when comparting teachers who teach Physical Education with the rest of teachers, nor if the center is in a rural or urban nucleus.