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

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