La metodología Aprendizaje-Servicio (ApS) es un enfoque educativo que fomenta la construcción de un aprendizaje reflexivo y significativo del alumnado, ofreciendo a la vez un servicio a un colectivo vulnerable o causa. El objetivo del presente estudio es analizar los efectos socioeducativos que la metodología Aprendizaje-Servicio (ApS) produce en el alumnado universitario, a nivel de competencias académico-profesionales, de desarrollo del compromiso ético-cívico con la sociedad y de desarrollo del aprendizaje emocional y personal. La muestra estudiada se compone de 17 alumnos y 5 alumnas del Doble Grado de Educación Primaria y Ciencias de la Actividad Física y del Deporte de la Facultad de Ciencias de la Educación y del Deporte de Melilla (Universidad de Granada). Las técnicas y herramientas utilizadas, tanto para la recogida de datos como para el análisis de la información, han sido de carácter cualitativo mediante diarios reflexivos semanales. Los principales resultados muestran que el alumnado considera estas prácticas educativas como una triple oportunidad para el desarrollo de competencias académico-profesionales, ético-cívicas y personales. Como conclusión, el alumnado responsable de desarrollar el ApS considera una experiencia enriquecedora y única el poder implementar contenido curricular con colectivos necesitados, así como aprender a planificar con diversos grupos de índole multicultural.
This study is part of a broader research focused on written discourse analysis and its application in English language teaching. This paper aims to design and evaluate the validity of the content of an instrument (a system of categories) built to analyse the written discourse in L2 (English) of 112 Spanish students in Upper Secondary Education. This study was carried out from a qualitative approach using the technique of content analysis and the Delphi technique with five experts in the field. The results show that the category system has content validity as it meets the criteria to ensure the scientific rigour of qualitative methodology: credibility, transferability, dependence and confirmability. Moreover, there is a high score in terms of interrater reliability on the criteria contrasted with Kendall's W test (>.07), as well as on its application in the coding process which was confirmed with Cohen's Kappa test (.658). It can be concluded that this instrument is a valid tool to help ELF teachers and secondary school students in the teaching and learning process of the written discourse in English as a foreign language.
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