Docencia compartida y motivaciónhacia un modelo de colaboración emocional en el aula

  1. Arteaga Cedeño, Wendy L. 1
  2. Izar de la Fuente, Iker 2
  3. Foces Gil, Jaime A. 1
  4. Carbonero Martín, Miguel A. 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2024

Issue Title: Viviendo la edad en positivo. El envejecimiento como riqueza del ser humano

Volume: 1

Issue: 1

Pages: 273-281

Type: Article

DOI: 10.17060/IJODAEP.2024.N1.V1.2663 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

Co-teaching (CT) is a pedagogical model in which two or more teachers collaborate jointly in order to strengthen educational quality, interpersonal relationships and the professional development of teachers. The objectives of this study were: to analyze the relationship between CT and student learning motivation, to identify significant differences in the perception of CT according to demographic variables, and to examine the perception of student motivation in relation to the CT experience. The study participants were 758 Compulsory Secondary Education (ESO) students, 377 females (49.7%), 351 males (46.3%), and 30 students (4%) who did not specify their gender. Most of the students were between 12 and 15 years of age. A questionnaire was used to measure the Shared Teaching perspective, and the Motivational Evaluation of the Learning Process Scale. A descriptive and correlational analysis was performed. Among the most important results, a significant percentage of students have had CT experience. Women and younger students, as well as those in the first and fourth years of ESO, report greater satisfaction with shared teaching. Differences in inclusion are related only to the course. Students who have participated in CT show higher levels of intrinsic and extrinsic motivation. With the above, we conclude that CT is an effective pedagogical model for improving intrinsic and extrinsic motivation, school climate and students’ academic performance.

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Data source: Dialnet