Efectos académicos, culturales, participativos y de identidad del Aprendizaje-Servicio en futuros maestros a través de la Educación Física


  • Raquel Corbatón Martínez Universidat Jaime I
  • Lidón Moliner Miravet Universidat Jaime I
  • Manuel Martí Puig Universidat Jaime I
  • Jesús Gil Gómez Universidat Jaime I
  • Óscar Chiva Bartoll Universidat Jaime I

Palabras clave:

Aprendizaje-Servicio, TDAH, educación superior.


El presente estudio analiza el desarrollo académico, cultural, participativo y de identidad de la puesta en práctica de un programa de Aprendizaje-servicio (APS) con estudiantes de maestro de la Universitat Jaume I de Castellón. A través de una intervención con niños con Trastorno por Déficit de Atención con Hiperactividad (TDAH) se recogieron datos mediante reflexiones grupales escritas, se codificaron mediante el programa ATLAS.ti y se llevó a cabo un análisis de contenido categorial, tomando como referencia el model propuesto por Butin (2003). Los principales logros del programa se recogen en los aprendizajes adquiridos de carácter técnico, cultural y de identidad mientras que las limitaciones se encuentran en aquellos cambios sobre la participación social.




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