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This study investigates cooperative learning educational approaches that support preservice teachers’ (PSTs) academic and social attitudes. The extent of positive interdependence between PSTs during multimodal cooperative physical and mathematical activities was measured using a validated questionnaire on attitudes (academic and social) toward cooperative learning attitudes. The multimodal activities triggered positive PSTs’ interdependence characterized by teaching dimensions such as encouraging learner-to-learner interactions, intersubjective skills, and sociocultural awareness. PSTs believed that the cooperative activities helped to form peer-to-peer relationships among team members, which in turn fostered professional judgments. While social and affective attitudes were rated higher than academic ones, the difference was not significant. Hence, this study emphasizes that the multimodal approaches (based on both mathematical and physical development) triggered deeper social rather than academic attitudes, thus underscoring the importance of promoting key competences and the role they play in sustainable education.

This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-developme...

This paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs' perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher's role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers' involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students' perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students' achievement, on the other hand, was a process that relied on the synergies between the teachers' involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach This research was funded by the Josep Pallach Institute of Education Sciences, University of Girona, grant number ICE-XIDAC05-2021 and ICE-XIDAR05-2021

In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and to enable them to solve real-life problems [...]

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms This research was funded by the Institute of Sciences Education of the University of Girona, grant numbers XIDAR/04-2021 and XIDAC/04-2021 and by the AGAUR Agency of the Generalitat of Catalonia, with reference 2017-ARMIF-00013

This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students&rsquo, motivation, academic performance, students&rsquo, relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student&rsquo, s perceptions on the CL dimensions provided first, positive students&rsquo, perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.

In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity through theoretical definition, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students’ professional identity and ensure sustainable competences are effectively developed, (ii) transform students’ preconceived perspectives and social preferences to foster new reasoned action plans for decision-making, (iii) promote understanding one’s personal professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability This research was funded by the Institute of Sciences Education Josep Pallach, University of Girona, grant number XIDAR-19/20

[Resumen] El trabajo en grupos interdisciplinares, la toma de decisiones, la resolución de problemas, las habilidades interpersonales, la capacidad crítica y autocrítica, el liderazgo, etc., son competencias que exigen a docentes de escuela y universidad la redefinición continua de nuevos métodos de evaluación, que permitan valorar la adquisición de habilidades, capacidades y conocimientos por parte del alumnado. El objetivo de esta intervención se centra en la implementación y valoración de una metodología cooperativa y evaluación dialogada basada en dinámicas de role-playing. Se contextualiza en la asignatura de Juegos y habilidades motrices básicas del segundo curso del Grado en Ciencias de la Actividad Física y del Deporte de la Universidad Europea Miguel de Cervantes durante el curso 2019. En esta investigación descriptiva han participado 44 estudiantes, que debían de diseñar, organizar e impartir una práctica cooperativa (3-4 estudiantes por grupo) al resto de compañeros. Al final de semestre, se llevó a cabo una encuesta de valoración del proceso mediante un cuestionario perteneciente al Proyecto de Innovación Educativa “Alumnos que enseñan a alumnos” de la misma universidad. Los resultados reflejan una alta satisfacción del estudiantado respecto a la enseñanza y evaluación entre iguales, reconociendo una mayor implicación personal en su propio aprendizaje y en el de los demás. [Abstract] Working in interdisciplinary groups, decision making, problem solving, interpersonal skills, critical and self-critical ability, leadership, etc., are competencies that require school and university teachers to continually redefine new evaluation methods, which allow to assess the acquisition of skills, abilities and knowledge by students. The objective of this intervention is focused on the implementation and evaluation of a cooperative methodology and dialogue evaluation based on role-playing dynamics. It is contextualized in the subject of Basic games and motor skills of the second year of the Degree in Physical Activity and Sports Sciences of the European University Miguel de Cervantes during 2019. In this descriptive investigation 44 students participated, who had to design, organize and impart a cooperative practice (3-4 students per group) to the rest of their classmates. At the end of the semester, a process assessment survey was carried out by means of a questionnaire belonging to the Educational Innovation Project “Students who teach students” of the same university. The results reflect high student satisfaction with peer teaching and evaluation, recognizing greater personal involvement in their own learning and that of others.

En esta investigación el objectivo es observar la situación de la Educación Física (EF) como disciplina mediante una indagación basada en la experiencia y los conocimientos de los profesionales en activo. Se aplica un cuestionario ad hoc a 36 profesionales en activo (maestros especialistas en EF) que participan en el prácticum de la mención del alumnado de 4º curso del grado de maestro/a de Primaria para que manifiesten los problemas reales de enseñanza, así como la importancia y el impacto social que tiene la EF como materia educativa. Se pretende también compartir diferentes puntos de vista de los profesionales para hacer propuestas para mejorar la formación de los profesionales de EF. Como conclusiones del estudio, se observa que la mayoría optan por la motivación como factor y condición que promueve el éxito de la EF como materia curricular y creen que se debería potenciar el trabajo cooperativo. Las características más valoradas de los profesores y profesoras de EF son: saber trabajar en equipo EF y la utilización de proyectos de innovación educativa, flexibles y adaptados al contexto, lo que supone un aprendizaje significativo. Los profesionales consideran que se debe potenciar la motricidad aplicando metodologías activas, dinámicas y reflexivas y dan mucha importancia al aprendizaje continuo. Por tanto, se proponen cursos de formación y la realización de intercambios de experiencias.Abstract. The present study holds the objective to observe the current state of Physical Education (PE) as a discipline through research based on the experience and the knowledge of active professionals. An ad-hoc questionnaire was completed by 36 active professionals (specialist teachers in PE) who participate in the practicum of majors of PE in the 4th year of Primary Education Bachelor. The instrument intends to bring to light the real problems of teaching, as well as the importance and the social impact that PE has as an educational subject. It also aims to share different points of view of active professionals and make proposals to improve the training of PE professionals. As conclusions of the study, most consider motivation as a factor and condition to promote the success of PE as a curricular subject and believe that cooperative work should be encouraged. The most valued characteristics of PE teachers are: knowing how to work as a PE team and the use of educational innovation projects that are flexible and adapt to the context, resulting in significant learning. Professionals consider that motor skills should be enhanced by applying active, dynamic and reflective methodologies and give great importance to ongoing learning. Therefore, proposals include training courses and exchanges of experiences.

This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students&rsquo, reflections were scored using two rubrics. The first elements scored from the pre-service teacher&rsquo, s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers&rsquo, professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences.

Objectius. Es realitza un estudi per conèixer i valorar la integració i el desenvolupament de la dansa a l’àrea d’educació física (EF) a les escoles d’educació primària (EP) de les comarques de Girona. Material i mètode. Es van aplicar enquestes a 36 mestres d’EF i una entrevista individual a 16 mestres de la mateixa mostra dins de les 33 escoles que col·laboren amb tutors en el pràcticum dels alumnes de 4t curs de Grau d’EP usant el criteri de proximitat geogràfica i professional. Les dades es comptabilitzen mitjançant el programa Nudist Viu. v8, dins d’un paradigma qualitatiu interpretatiu (Goetz & LeCompte, 1985). Resultats i conclusions. La majoria dels professionals manifesten una gran valoració cap a la disciplina de la dansa i l’exercici que requereix, assenyalant la seva rellevància en el desenvolupament integral de la persona. Així i tot, la dansa no ha aconseguit el lloc que es mereix en la inclusió de pràctiques docents en el dia a dia de l’escola. Les seves aportacions no han tingut les repercussions desitjades en l’àmbit educatiu i, per tant, encara té un llarg camí per recórrer, sent la falta de formació del docent una de les qüestions més assenyalades pel professorat.

The objective of this paper is to prove that interdisciplinary educational approaches foster knowledge and competences for sustainable development in primary education. The intervention methodology employed is an educational and pedagogical approach to teaching science through physical activities and is based on developing dynamic reflective and cooperative learning environments to strengthen teaching&ndash, learning relationships. The educational approach included analyzing students&rsquo, reflections from their focus groups, in which five categories of cooperative learning: positive interdependence, individual accountability, promotive interaction, the appropriate use of social skills, and group processing, were considered. The results show that, to a significant statistical degree, when the interdisciplinary approaches were adopted the primary school students reached higher levels of understanding, reflective and critical thinking development, and that cooperative learning provided them with a greater perception of sustainable development competences through systems and critical thinking, analysis, interpersonal relationships and collaboration, and strategic action.

Students who had been actively engaged in mediated collaborative activities, were asked for their perceptions about the sustainable peer feedback they had received and provided. Their views were then analyzed and categorized in terms of receiver and provider feedback, cognitive feedback and previously acquired feedback to further knowledge about sustainable education processes. A peer supported feedback questionnaire was created and validated, and its categories were correlated. The questionnaire was then aligned with the activities used to foster peer feedback between the pre-service students from the three bachelor’s degrees. The perceptions the students had of the feedback processes were analyzed using defined peer support feedback categories and the results showed a correlation between cognitive feedback and both provider and receiver self-efficacy feedback. In addition, there was a further correlation between both provider and receiver self-efficacy feedback as well as provider and receiver involvement and feedback structure. However, the results also revealed that neither receiver nor provider autonomy support were significant categories for supportive feedback.

This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first-year physics class in a university faculty. The quality of students&rsquo, reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

The purpose of this study is to explore the assessment of emotions and social skills of sixth-year primary education students in a physical education (PE) teaching unit. Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions, and an ad-hoc questionnaire to measure the social skills of 21 students in their sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show that positive emotions (happiness and joy) are significantly more highly evaluated than negative (fear, anger, and sadness) and ambiguous (surprise) emotions throughout all of the PE sessions This research was funded by the University of Girona grant number MIQDUdG80/17 This research was funded by the University of Girona grant number MIQDUdG80/17

Ante un momento de cambio en la educación, con la entrada en vigor de la LOE (Ley Orgánica de Educación, 2006), el objetivo de este artículo es enfrentarse con el reto de tratar de responder a la necesidad de concretar aprendizajes de acuerdo con el nuevo currículum basado en competencias. El presente artículo surge del interés de poder ofrecer un enfoque que facilite el planteamiento de las unidades didácticas desde el área de educación física en relación con los principios pedagógicos de la LOE. Partiendo de este compromiso, presentamos una propuesta de las aportaciones de la educación física a la Competencia Básica Aprender a aprender lo cual implica desarrollar una serie de capacidades en función de saber realizar habilidades.Palabra clave: Didáctica, educación física, competencias, capacidades, habilidades, Aprender a aprender.Abstract: In front of a moment of change in the education, with the entry into force of the LOE (Ley Orgánica de Educación, 2006), the aim of this article is to face the challenge of trying to answer to the need to make concrete learning agreements with the new curriculum based on competences. The present article arises from the interest of being able to offer an approach that facilitates the exposition to show the didactic units from the area of physical education in relation with the pedagogic principles of the LOE. Departing from this commitment, let’s sense beforehand an offer of the contributions of the Physical Education to the Basic Competence to learn to learn which entails to develop some capacities in fuction of knowing to do skills.Key words: Didactics, physical education, competences, capacities, skills, learn to learn.

El objetivo del estudio ha sido determinar los diferentes perfiles motivacionales que existen en una clase formada por alumnos de 4º, 5º y 6º de primaria. Las variables que se han utilizado para el posterior análisis han sido las metas de logro, la percepción del clima motivacional y de las estrategias que utiliza el docente para mantener la disciplina, las razones para ser disciplinados y los motivos de práctica en las clases de educación física. Se presenta un análisis de los estadísticos descriptivos que permite observar las puntuaciones medias de todas las variables, un análisis de correlación de Pearson, análisis jerárquico de Clúster y análisis multivariado (MANOVAS). El estudio revela la existencia de tres perfiles motivacionales y permite al docente ver la predominancia de razones intrínsecas en una gran parte de alumnos. También se aprecia como el clima motivacional que fomentan los profesores de EF ejerce influencia sobre la manera en que se dan los diferentes comportamientos y actitudes de los alumnos.Palabras clave: Educación Física, Orientación motivacional, percepción, clima y motivación.Abstract: The aim of the study was to determine the different motivational profiles that exist in a class consisting of students from the 4th, 5th and 6th grade. The variables that were used for subsequent analysis were achievement goals, perceived motivational climate and strategies used by teachers to maintain discipline, the reasons for discipline and practical reasons in classes physical education. We present a descriptive statistical analysis that allows to observe the mean scores of all variables a Pearson correlation analysis, hierarchical cluster analysis, hierarchical cluster analysis and multivariate analysis (MANOVAs). The study reveals the existence of three motivational profiles and allows the teacher to see the predominance of intrinsic reasons a lot of students. Also seen as a motivational climate that encourage PE teachers influences the way they give different behaviors and attitudes of studentsKey words: Physical Education, motivational orientation, perception, climate and motivation.

This study aims to propose the artistic disci-pline known by the name of Body Percus-sion as a tool to improve coordination of the students in tasks that require a certain degree of motor agility in Physical Educa-tion sessions. This research is based on a correlational study supported by a des-criptive exploratory study. An empirical-analytical methodology based on a cross sectional and ex-post-facto study in order to determine the existing (or nonexistent) relationship between two variables, agility and Body-percussion, is used. 88 5th gra-de Primary School students participated in the investigation, with the collaboration of experts in the matter: 11 professionals in education that are related to the world of body percussion, two of them trainers of Body-percussion and a professional dan-cer trained in percussion in Rudra Béjart School-Lausanne. These professionals provide the qualitative component of the analysis of the investigation. The results confirm the correlation between the two quantitative variables, results being rein-forced by experts Este trabajo tiene como objetivo proponer la disciplina artística, conocida por el nombre de percusión corporal, como herramienta para mejorar la coordinación de los alumnos en tareas que requieren un cierto grado de agilidad motriz en las sesiones de Educación Física. Esta investigación se fundamenta en un estudio correlacional apoyado por otro exploratorio descriptivo. Se utiliza una metodología empírico-analítica basada en un estudio transversal y ex-post-facto con el objetivo de determinar la relación existente (o inexistente) entre dos variables, agilidad motriz y percusión corporal. Participaron en la investigación 88 alumnos de 5º curso de educación primaria y se cuenta con la colaboración de expertos en la materia: once profesionales de la educación que están relacionados con el mundo de la percusión corporal, dos de ellos formadores de body-percusión y un bailarín profesional formado en percusión corporal en la Rudra Béjart School-Lausanne que aportan el análisis más cualitativo de la investigación. Los resultados afirman la correlación entre las dos variables cuantitativas, siendo estas reforzadas por los expertos Le but de ce travail est de proposer une discipline artistique connue sous le nom de “percussion corporelle” utilisée comme un outil pour améliorer la coordination des étu-diants avec pour tâche, un certain degré d’agilité motrice dans une séance d’éducation physique. Cette recherche est basée sur une étude corrélationnelle, aidée par une étu-de d’exploration descriptive. Une méthodologie analytique-empirique est basée sur une section croisée et une étude «ex-post-facto» en ordre pour déterminer l›existence (ou la non existence) de relation entre deux variétés utilisées. 88 élèves de CM2 participent à un enquête avec la collaboration d›experts en la matière: 11 professionnels de l›éducation reliés au monde de la percussion corporelle, deux d›entre eux sont des entraîneurs de percussions corporelles, et d›autre, un danseur professionnel formé en percussions à l›école-atelier Rudra Béjart à Lausanne. Ces professionnels fournissent des éléments qua-litatifs dans l›analyse de la recherche. Les résultats confirment la corrélation entre les deux variables quantitatives, résultats ayant été renforcés par les experts

Este trabajotiene como objetivos la creación y validación de una traducción al catalán delcuestionario Approaches and Study Skills Inventory for Students (ASSIST),analizar cuáles son los estilos de aprendizaje adoptados por los estudiantesuniversitarios y la influencia del género y de la modalidad de estudios. Se aplicó el instrumento a 834 estudiantes de la Universidad de Girona. De losresultados obtenidos se desprende que el alumnado encuestado presenta mayoritariamenteun enfoque profundo si bien en el análisis diferencial por género se observaque las mujeres optaron más por un enfoque estratégico mientras que en loshombres predomina el enfoque profundo. Respecto a si la modalidad de estudioinfluye en los estilos de aprendizaje, se observa que los alumnos de Ciencias yTecnología presentan una prevalencia en el enfoque profundo mientras que los deHumanidades y Educación presentan un enfoque más estratégico. The aim of this study is to measure the psychometric properties of a Catalan translation of the Approaches and Study Skills Inventory for Students (ASSIST), and to analyse the different learning styles used by university students, considering the influence of gender and type of studies. The instrument was administered to 834 students at the University of Girona. The results showed that most students interviewed had a deep approach to learning, although the analysis by gender showed that females tended to use a more strategic approach, while males used a deep approach predominantly. As to whether the type of studies influenced learning styles, a prevalence of deep approach was found among Science and Technology students, while a more strategic approach was found among Humanities and Education students.

To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers&rsquo, perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor&rsquo, s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

Objetivos. Se realiza un estudio para conocer y valorar la integración y el desarrollo de la danza en el área de educación física (EF) en las escuelas de educación primaria (EP) de las comarcas de Girona. Material y método. Se aplicaron encuestas a 36 maestros de EF y una entrevista individual a 16 maestros de la misma muestra dentro de las 33 escuelas que colaboran con tutores en el prácticum de los alumnos de 4º curso de Grado de EP de la mención usando el criterio de proximidad geográfica y profesional. Los datos se contabilizan mediante el programa Nudist Vivo. v8, dentro de un paradigma cualitativo interpretativo (Goetz & LeCompte, 1985). Resultados y conclusiones. La mayoría de los profesionales manifiestan una gran valoración hacia la disciplina de la danza y el ejercicio que requiere, señalando su relevancia en el desarrollo integral de la persona. Aun así, la danza no ha alcanzado el lugar que se merece en la inclusión de prácticas docentes en el día a día de la escuela. Sus aportaciones no han tenido las repercusiones deseadas en el ámbito educativo y, por tanto, todavía tiene un largo camino por recorrer, siendo la falta de formación del docente una de las cuestiones más señaladas por el profesorado.

La renovacio metodologica en els estudis superiors es un dels reptes pendents que te la formacio a Espanya. El present article analitza les metodologies docents mes utilitzades en el context universitari (classe magistral, analisi de casos, aprenentatge basat en problemes, aprenentatge basat en projectes, aprenentatge cooperatiu i aprenentatge realista i reflexiu); la motivacio dels estudiants respecte a aquestes metodologies, i la percepcio que en tenen considerant les possibilitats d’aprenentatge que ofereixen. Hi participen 207 estudiants de l’ultim curs de Magisteri i Psicologia. Les dades es recullen mitjancant un questionari autoadministrat i anonim. Els resultats indiquen que la classe magistral continua sent la metodologia mes utilitzada en tots dos estudis (Psicologia i Magisteri). La motivacio dels estudiants per les metodologies varia segons la carrera cursada, encara que consideren que totes son utils per facilitar l’aprenentatge. Existeixen coincidencies, independentment dels estudis cursats, en relacio amb les metodologies que es consideren utils per desenvolupar habilitats comunicatives i maduresa personal, mentre que hi ha valoracions diferents respecte a quines son les metodologies que faciliten el desenvolupament de competencies professionals i intel·lectuals.

Sovint sentim parlar sobre la interdisciplinarietat entre la música i l’educació física. Per això ens hem animat a oferir-vos una experiència viscuda a l’Arc, taller de música de Barcelona, amb alumnes de Música i d’Educació Física, a càrrec de la professora Anna Yepes. L’experiència es va basar a relacionar el llenguatge musical amb el llenguatge corporal. Els alumnes tocaven i dansaven alternativament les danses històriques, experimentant com el llenguatge musical, la forma, el temps corresponien perfectament a un llenguatge corporal i expressiu.

El proposit d’aquesta investigacio ha estat coneixer les caracteristiques personals i professionals dels docents que fan les sessions de psicomotricitat, aixi com analitzar la formacio que, en materia de psicomotricitat, te el professorat que la imparteix. S’ha utilitzat, doncs, una metodologia qualitativo-quantitativa, i el questionari ha estat l’instrument emprat per recollir les dades.La mostra esta formada per 225 centres escolars en el transcurs dels deu anys de durada de l’estudi. Els resultats obtinguts ens han permes fer una analisi comparativa i una valoracio d’acord als objectius plantejats en la investigacio. Els resultats evidencien algunes contradiccions pel que fa a la formacio especifica en psicomotricitat i el perfil docent del mestre psicomotricista en els centres educatius.