Hybridizing pedagogical models: A systematic review

González-Víllora, Sixto; Evangelio, Carlos; Sierra-Díaz, Manuel Jacob; Fernández-Río, Javier

doi:10.1177/1356336x18797363

Cited by 83 publications

(124 citation statements)

References 64 publications

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“…We therefore do not agree with the study by García et al (2014), where the teaching staff indicate that the innovative methodologies for promoting autonomy and responsibility are perceived as complex to apply due to the limited time available, given that there was only one comment that indicated "the day I get confused I don't get to the evaluation, or I set the alarm on my mobile phone 5 min before the end of the class". Furthermore, the possibility of hybridizing with other pedagogical models such as Cooperative Learning, could improve some of the potential or educational results that TPSR has in a unique way (González-Víllora et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

et al. 2020

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The present study aims to apply a program based on Hellison's Teaching Personal and Social Responsibility Model (TPSR), traditionally used in Physical Education, to other educational participants and examine the assessment of the teachers who carried it out during the 2018-2019 school year. The program was applied over 8 months of one academic year and during at least 60% of the weekly class hours. Initially, 30 teachers participated, of whom 16 were involved in the interviews carried out, all of them being Secondary Education teachers. We used qualitative methodology through content analysis carried out with ATLAS.ti 7.1.3. The instruments used to collect information were semi-structured recorded group interviews. The conclusion is that the Personal and Social Responsibility Model can be applied to all participants in the curriculum and is adaptable to any content and type of student body. As a basis for future research, we suggest the application of the model by all teachers involved in the same school year and the participation of students' families.

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Section: Discussionmentioning

confidence: 99%

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

et al. 2020

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“…(Higgins et al, 2016) adapting several items by the Strengthening the Reporting of Observation Studies statements (von-Elm et al, 2008). Additionally, in order to obtain an overall quality score for each study, an exhaustive analysis were carried out based on the systematic review procedure showed in González-Víllora et al (2018). Finally, the quality of the systematic review and meta-analysis was evaluated using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA; Moher et al, 2009).…”

Section: Search Process Data Extraction and Use Of Softwarementioning

confidence: 99%

“…Hybridizations of MsBP might be the solution to extend the benefits of implementing single MsBP (González-Víllora et al, 2018). However, it is also supported the idea of combining single MsBP or parts of them.…”

Section: Implementation Of Hybridizations and Its Impact On The Studementioning

confidence: 99%

“…However, Lund and Tannehill (2010) emphasized that isolated MsBP present several limitations when they are implemented due to the fact that each model is mainly focused on a specific content area (e.g., the tactical/technical elements of the game in the case of GCA). In order to minimize this impact, a recent systematic review proposed the hybridization or combination of two or more models (González-Víllora et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

et al. 2019

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PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.

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“…On the other hand, Pujolás [20] and Muñiz et al [21] state that learning based on the cooperative structure can be a useful tool for all ages and contexts and for students with both low and high performance. Research based on cognitive styles has shown that there are different ways of learning and approaching knowledge, which profoundly affect the performance of individuals and their approach to education for sustainable development [22].…”

Section: Introductionmentioning

confidence: 99%

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

2020

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There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.

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Hybridizing pedagogical models: A systematic review

Cited by 83 publications

References 64 publications

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

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