LOS ESTUDIANTES DE EDUCACIÓN PRIMARIA COMO CO-CREADORES DEL CURRÍCULO.
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| Title: | LOS ESTUDIANTES DE EDUCACIÓN PRIMARIA COMO CO-CREADORES DEL CURRÍCULO. |
|---|---|
| Alternate Title: | Primary school students as co-creators of the curriculum. |
| Authors: | Mena, Marta Sandoval1 marta.sandoval@uam.es, Sarrionandia, Gerardo Echeita1 gerardo.echeita@uam.es, Rueda, Cecilia Simón1 cecilia.simon@uam.es |
| Source: | Profesorado: Revista de Currículum y Formación del Profesorado. jul2022, Vol. 26 Issue 2, p183-202. 20p. |
| Subject Terms: | *Teachers, *Inclusive education, *Lesson planning, *Primary schools, *Student projects, *Teacher development |
| Abstract (English): | The work presented here is part of the European project (Reaching the 'hard to reach': Inclusive responses to diversity through child-teacher dialogue) which aims to improve teaching practices by creating spaces for dialogue between students and teachers. The aim was to articulate more equitably the learning and participation of all students in the lessons taught by teachers in their schools. It is a collaborative action-research project with teachers and students in which students play the role of researchers in the teaching-learning processes, being co-responsible for the planning and evaluation of the lessons together with their teachers. Three primary schools (6-12 years old) have been involved. The results show that including the students in the design of the lessons can substantially change some didactic and methodological aspects of their teachers and constitute a valid way of teacher professional development. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El trabajo que se presenta forma parte del proyecto europeo (Respuestas inclusivas a la diversidad a través del diálogo alumnado-profesorado", Erasmus+, 2017-2020) cuyo objetivo es mejorar las prácticas docentes creando espacios de diálogo entre el alumnado y el profesorado. Se buscaba articular con mayor equidad el aprendizaje y la participación de todo el alumnado en las lecciones impartidas por docentes de sus centros escolares. Se trata de un proyecto de investigación-acción colaborativo con docentes y estudiantes, en el que estos últimos ejercen el rol de investigadores en los procesos de enseñanza-aprendizaje, siendo corresponsables de la planificación y evaluación de las lecciones junto con los docentes. Se ha contado con la participación de tres centros educativos de educación Primaria españoles (6-12 años). Los resultados muestran que incluir a los estudiantes en el diseño de las lecciones puede llegar a cambiar algunos aspectos didácticos y metodológicos de sus docentes y constituir una vía válida de desarrollo profesional docente. [ABSTRACT FROM AUTHOR] |
| Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159230532 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: LOS ESTUDIANTES DE EDUCACIÓN PRIMARIA COMO CO-CREADORES DEL CURRÍCULO. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Primary school students as co-creators of the curriculum. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mena%2C+Marta+Sandoval%22">Mena, Marta Sandoval</searchLink><relatesTo>1</relatesTo><i> marta.sandoval@uam.es</i><br /><searchLink fieldCode="AR" term="%22Sarrionandia%2C+Gerardo+Echeita%22">Sarrionandia, Gerardo Echeita</searchLink><relatesTo>1</relatesTo><i> gerardo.echeita@uam.es</i><br /><searchLink fieldCode="AR" term="%22Rueda%2C+Cecilia+Simón%22">Rueda, Cecilia Simón</searchLink><relatesTo>1</relatesTo><i> cecilia.simon@uam.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Profesorado%3A+Revista+de+Currículum+y+Formación+del+Profesorado%22">Profesorado: Revista de Currículum y Formación del Profesorado</searchLink>. jul2022, Vol. 26 Issue 2, p183-202. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+projects%22">Student projects</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The work presented here is part of the European project (Reaching the 'hard to reach': Inclusive responses to diversity through child-teacher dialogue) which aims to improve teaching practices by creating spaces for dialogue between students and teachers. The aim was to articulate more equitably the learning and participation of all students in the lessons taught by teachers in their schools. It is a collaborative action-research project with teachers and students in which students play the role of researchers in the teaching-learning processes, being co-responsible for the planning and evaluation of the lessons together with their teachers. Three primary schools (6-12 years old) have been involved. The results show that including the students in the design of the lessons can substantially change some didactic and methodological aspects of their teachers and constitute a valid way of teacher professional development. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El trabajo que se presenta forma parte del proyecto europeo (Respuestas inclusivas a la diversidad a través del diálogo alumnado-profesorado", Erasmus+, 2017-2020) cuyo objetivo es mejorar las prácticas docentes creando espacios de diálogo entre el alumnado y el profesorado. Se buscaba articular con mayor equidad el aprendizaje y la participación de todo el alumnado en las lecciones impartidas por docentes de sus centros escolares. Se trata de un proyecto de investigación-acción colaborativo con docentes y estudiantes, en el que estos últimos ejercen el rol de investigadores en los procesos de enseñanza-aprendizaje, siendo corresponsables de la planificación y evaluación de las lecciones junto con los docentes. Se ha contado con la participación de tres centros educativos de educación Primaria españoles (6-12 años). Los resultados muestran que incluir a los estudiantes en el diseño de las lecciones puede llegar a cambiar algunos aspectos didácticos y metodológicos de sus docentes y constituir una vía válida de desarrollo profesional docente. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159230532 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30827/profesorado.v26i2.16918 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 20 StartPage: 183 Subjects: – SubjectFull: Teachers Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Lesson planning Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Student projects Type: general – SubjectFull: Teacher development Type: general Titles: – TitleFull: LOS ESTUDIANTES DE EDUCACIÓN PRIMARIA COMO CO-CREADORES DEL CURRÍCULO. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mena, Marta Sandoval – PersonEntity: Name: NameFull: Sarrionandia, Gerardo Echeita – PersonEntity: Name: NameFull: Rueda, Cecilia Simón IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 1138414X Numbering: – Type: volume Value: 26 – Type: issue Value: 2 Titles: – TitleFull: Profesorado: Revista de Currículum y Formación del Profesorado Type: main |
| ResultId | 1 |
