“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE train...

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Autores: Hortigüela Alcalá, David, Hernando Garijo, Alejandra, González Víllora, Sixto, Pastor Vicedo, Juan Carlos, Baena Extremera, Antonio
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/8690
Acceso en línea:http://hdl.handle.net/10259/8690
Access Level:acceso abierto
Palabra clave:Physical education
Cooperative learning
Pedagogical model
Models-based practice
Initial teacher training
Educación
Deportes
Education
Sports
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spelling “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education TeachersHortigüela Alcalá, DavidHernando Garijo, AlejandraGonzález Víllora, SixtoPastor Vicedo, Juan CarlosBaena Extremera, AntonioPhysical educationCooperative learningPedagogical modelModels-based practiceInitial teacher trainingEducaciónDeportesEducationSportsCooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.Frontiers Media202420242020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10259/8690reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésFrontiers in Psychology. 2020, V. 11https://doi.org/10.3389/fpsyg.2020.01539Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/86902026-05-28T07:56:11Z
dc.title.none.fl_str_mv “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
title “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
spellingShingle “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
Hortigüela Alcalá, David
Physical education
Cooperative learning
Pedagogical model
Models-based practice
Initial teacher training
Educación
Deportes
Education
Sports
title_short “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
title_full “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
title_fullStr “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
title_full_unstemmed “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
title_sort “Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
dc.creator.none.fl_str_mv Hortigüela Alcalá, David
Hernando Garijo, Alejandra
González Víllora, Sixto
Pastor Vicedo, Juan Carlos
Baena Extremera, Antonio
author Hortigüela Alcalá, David
author_facet Hortigüela Alcalá, David
Hernando Garijo, Alejandra
González Víllora, Sixto
Pastor Vicedo, Juan Carlos
Baena Extremera, Antonio
author_role author
author2 Hernando Garijo, Alejandra
González Víllora, Sixto
Pastor Vicedo, Juan Carlos
Baena Extremera, Antonio
author2_role author
author
author
author
dc.subject.none.fl_str_mv Physical education
Cooperative learning
Pedagogical model
Models-based practice
Initial teacher training
Educación
Deportes
Education
Sports
topic Physical education
Cooperative learning
Pedagogical model
Models-based practice
Initial teacher training
Educación
Deportes
Education
Sports
description Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.
publishDate 2020
dc.date.none.fl_str_mv 2020
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/8690
url http://hdl.handle.net/10259/8690
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Frontiers in Psychology. 2020, V. 11
https://doi.org/10.3389/fpsyg.2020.01539
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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