Student teachers volunteering in pre-service programmes in successful schools: Contributing to their successful training

Oriol Rios Gonzalez; Carme Garcia Yeste; José Miguel Jiménez; Yiota Ignatiou

doi:10.5944/educxx1.22620

Autores/as

Oriol Rios Gonzalez Universitat Rovira i Virgili
Carme Garcia Yeste Universitat Rovira i Virgili
José Miguel Jiménez Universitat Rovira i Virgili
Yiota Ignatiou University of Cyprus

DOI:

https://doi.org/10.5944/educxx1.22620

Palabras clave:

Formación del profesorado, Actuaciones Educativas de Éxito, estudiantes de educación, voluntariado, futuros docentes.

Resumen

Partiendo de la literatura científica la formación del profesorado se ha
considerado como un factor clave para conseguir el éxito escolar. En este
sentido, la investigación se ha centrado en aclarar qué tipo de educación
es más efectiva para formar a las y los docentes para hacer frente de
forma exitosa a los desafíos de la modernidad. Este artículo contribuye a
este debate informando sobre los beneficios que aporta al alumnado de
educación de la Universidad Rovira i Virgili su participación en calidad
de voluntario/a en el proyecto Comunidades de Aprendizaje, en el cual se
implementan Actuaciones Educativas de Éxito (AEE). Las Comunidades de
Aprendizaje son un proyecto fundamentado en evidencias científicas que se lleva a cabo en diferentes escuelas de todo el mundo. Este proyecto se basa en el desarrollo de AEE que han sido investigadas por diferentes proyectos competitivos de la Comisión Europea. Los resultados de los análisis de las AEE ilustran que estas acciones están mejorando el rendimiento académico del alumnado y el clima escolar, independientemente del contexto en que se apliquen. En el presente estudio, forjado en una metodología mixta, se han realizado tres técnicas diferentes dirigidas a las y los estudiantes: entrevistas grupales, entrevistas semiestructuradas y cuestionarios abiertos.
Los resultados muestran el impacto del voluntariado ejercido por el
alumnado universitario resumido en dos aspectos principales. En primer
lugar, la calidad de la formación recibida por el alumnado universitario y
su experiencia como futuros docentes mejoró a través de su voluntariado
en las escuelas transformadas en Comunidades de Aprendizaje. Segundo, la participación en AEE tiene un gran impacto en la mejora del aprendizaje
de los niños, niñas y familias. Finalmente, a partir de estos resultados, se
profundiza sobre la necesidad de una reformulación de la formación del
profesorado. De hecho, la investigación presentada en el artículo evidencia
los beneficios de construir programas de formación docente basados en
teorías y prácticas científicamente efectivas para reducir las desigualdades
educativas.

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