ANÁLISIS DEL IMPACTO DE LA DOCENCIA COMPARTIDA EN EL APRENDIZAJE DEL ALUMNADO DE PRIMARIA EN CATALUÑA.
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| 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] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191763520 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ANÁLISIS DEL IMPACTO DE LA DOCENCIA COMPARTIDA EN EL APRENDIZAJE DEL ALUMNADO DE PRIMARIA EN CATALUÑA. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22JOSÉ+TRIANA-TEHERÁN%2C+EDWIN%22">JOSÉ TRIANA-TEHERÁN, EDWIN</searchLink><relatesTo>1</relatesTo><i> edwinjose.triana@uab.cat</i><br /><searchLink fieldCode="AR" term="%22ARMENGOL+ASPARÓ%2C+CARME%22">ARMENGOL ASPARÓ, CARME</searchLink><relatesTo>2</relatesTo><i> carme.armengol@uab.cat</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. 2026, Vol. 31 Issue 108, p109-131. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Catalonia+%28Spain%29%22">Catalonia (Spain)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191763520 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 23 StartPage: 109 Subjects: – SubjectFull: Academic achievement Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Educational attainment Type: general – SubjectFull: Teacher collaboration Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Teaching teams Type: general – SubjectFull: Catalonia (Spain) Type: general Titles: – TitleFull: ANÁLISIS DEL IMPACTO DE LA DOCENCIA COMPARTIDA EN EL APRENDIZAJE DEL ALUMNADO DE PRIMARIA EN CATALUÑA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: JOSÉ TRIANA-TEHERÁN, EDWIN – PersonEntity: Name: NameFull: ARMENGOL ASPARÓ, CARME IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 31 – Type: issue Value: 108 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
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