Bibliographic Details
| Title: |
ANÁLISIS DEL IMPACTO DE LA DOCENCIA COMPARTIDA EN EL APRENDIZAJE DEL ALUMNADO DE PRIMARIA EN CATALUÑA. |
| Authors: |
JOSÉ TRIANA-TEHERÁN, EDWIN1 edwinjose.triana@uab.cat, ARMENGOL ASPARÓ, CARME2 carme.armengol@uab.cat |
| Source: |
Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 108, p109-131. 23p. |
| Subject Terms: |
*Academic achievement, *Educational outcomes, *Elementary education, *Educational attainment, *Teacher collaboration, *Mixed methods research, *Teaching teams |
| Geographic Terms: |
Catalonia (Spain) |
| Abstract (English): |
This study analyzes the impact of shared teaching on primary school students’ learning in Catalonia, Spain. It employed a mixed concurrent design that combined quantitative and qualitative approaches. A pretest and a posttest were administered to the control and experimental groups, and a qualitative questionnaire was administered to the experimental group. The sample included 125 fifth- and sixth-grade students from two schools. The quantitative results indicate an improvement in the experimental group’s academic performance; the qualitative results reveal a greater willingness to learn and a perception of greater teacher attention. It is concluded that shared teaching has the potential to improve learning; however, further research with larger samples and greater control of variables is recommended to understand its impact on the learning process fully [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este estudio analiza el impacto que ejerce la docencia compartida en el aprendizaje del alumnado de primaria en Cataluña, España. Utilizó un diseño mixto concurrente, combinando enfoques cuantitativos y cualitativos. Se implementó un pretest y postest en grupos control y experimental, junto con un cuestionario cualitativo para el grupo experimental. La muestra incluyó a 125 estudiantes de 5º y 6º de primaria de dos escuelas. Los resultados cuantitativos muestran una mejora en el rendimiento académico del grupo experimental; los cualitativos revelan mejor disposición para aprender y el alumnado percibe una mayor atención del profesorado. Se concluye que la docencia compartida tiene potencial para mejorar el aprendizaje, pero se recomienda continuar la investigación con muestras más amplias y mayor control de variables para comprender plenamente su impacto en el proceso de aprendizaje. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
