Percepciones de los/as estudiantes en los estilos de enseñanza comando y resolución de problemas en el aprendizaje del baile flamenco

  1. de las Heras-Fernández, Rosa 1
  2. Espada-Mateos, María 2
  3. Cuellar-Moreno, María Jesús 3
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  3. 3 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Prisma Social: revista de investigación social

ISSN: 1989-3469

Year of publication: 2019

Issue Title: La Sociedad del Aprendizaje: Retos Educativos en la Sociedad y Cultura Posmoderna

Issue: 25

Pages: 84-102

Type: Article

More publications in: Prisma Social: revista de investigación social

Abstract

Dance, both in its artistic and educational nature, has great potential in the development of physical, cognitive, creative and expressive capacities of individuals, and in the transmission of values and attitudes. At present, dance is used as a source of education in schools. However, teachers tend to use Teaching Styles that are unsuited to the requirements of educational programs. This study investigates the use of the Command Teaching Style compared to the Problem Solving Teaching Style in flamenco dance classes at a secondary level. A total of 26 students participated in this study, based on a Communication Channels questionnaire and semi-structured interviews. Analysis of the Wilcoxon test revealed that the group that received classes in the PS style had better scores in the cognitive (Mdn=4.54, p=.03), physical (Mdn=4.62, p=.01) and emotional (Mdn=4.41, p=.05) factors, but not in the social factor (Mdn=4.71). The qualitative analysis of the interviews demonstrated that although students felt adept in both styles, they perceive less coordination and physic tiredness with the Problem Solving style, and greater possibilities of creation, interaction with peers and enjoyment.

Funding information

La docente que impartió las enseñanzas tenía una amplia experiencia y formación en danza y recibió capacitación específica a través de un curso de métodos (PETE) que combinaba el aprendizaje del EE, la gestión de una clase de Educación Física y el desarrollo de modelos cu-rriculares (Curtner-Smith et al., 2009), recibiendo formación sobre los dos estilos de enseñanza implementados (Mosston, 1981) mediante explicaciones teóricas y análisis de videos con múlti-ples ejemplos de la actividad realizada, correcciones y sugerencias para la implementación de una enseñanza eficaz y eficiente que se ajustara a la anatomía del EE. Esto permitió asegurar que los objetivos, organización, comunicación, feedback, papel de la docente y del alumnado se ajustaban a las características de cada EE y que las conductas de instrucción de la docente y las conductas específicas del EE fueron altas.

Funders

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