Alcance del aprendizaje-servicio en la formación inicial docente de educación física: una aproximación metodológica mixta (Scope of service-learning in physical education teacher education: a mixed methodological approach)
DOI:
https://doi.org/10.47197/retos.v37i37.70713Palavras-chave:
aprendizaje-servicio, competencia docente, educación física, métodos mixtos (service-learning, teaching competence, physical education, mixed methods)Resumo
Esta investigación compara el desarrollo de la competencia docente, del alumnado en didáctica de la educación física (n = 96), a través de dos modalidades de intervención de un mismo programa de aprendizaje-servicio. El estudio se aborda utilizando los métodos mixtos con triangulación metodológica. El apartado cuantitativo se afronta a través de un diseño cuasi-experimental de grupos no equivalentes con dos grupos experimentales, utilizando la rúbrica para medir la competencia docente al aplicar juegos motores y expresivos (Capella, Gil, Chiva, & Martí, 2015). La vertiente cualitativa se desarrolla analizando diversas historias de vida de relatos múltiples cruzados. Igualmente, también se realiza una transformación de resultados expresando de forma cuantitativa los resultados cualitativos. Mientras los resultados cuantitativos proporcionan evidencias significativas respecto a la promoción de la competencia docente del alumnado universitario (p < .01), la interpretación cualitativa complementa esta visión reflejando cómo se desarrolló dicha competencia. Por otra parte, la transformación de resultados destaca la notable presencia de cada aspecto analizado en el discurso de los informantes. Finalmente, se concluye que la aplicación del programa de aprendizaje-servicio estimuló la competencia docente del alumnado participante, además de fomentar numerosos y valiosos aprendizajes académicos adicionales.
Abstract. This research compares the development of teaching competence through two modalities of intervention from the same service-learning program. Participants were students enrolled in a course on didactics of physical education (n = 96). The study employs a mixed-method design with methodological triangulation. The quantitative portion of the study uses a quasi-experimental approach based on non-equivalent groups with two experimental groups. A rubric measuring teaching competence during the carrying out of motor and body language games (Capella et al., 2015) was used. The qualitative portion is developed through several life histories of multiple crossed stories. Likewise, a data transformation is also performed so to express the qualitative results in a quantitative way. While the quantitative results provide significant evidences regarding the promotion of teaching competence among students (p < .01), the qualitative interpretation complements this view explaining how this competence was developed. In addition, the data transformation highlights a remarkable presence of each aspect analyzed in the discourse of the interviewees. Finally, we conclude that the implementation of the service-learning program enhanced teaching competence of university students, at the same time as additional academic learnings were promoted.
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