Transformar la educación superior y obligatoria a través de aprendizaje-servicio y mentoría

Abstract

El propósito de este trabajo fue determinar el impacto de un programa fundamentado en aprendizaje-servicio y mentoría sobre las competencias profesionales del alumnado universitario, el rendimiento escolar de los estudiantes y la satisfacción de los docentes-tutores de educación obligatoria. Para ello, 40 estudiantes universitarios, previamente entrenados y siempre supervisados por los responsables del programa, efectuaron 352 sesiones de mentoría con 20 escolares, 67 sesiones de coordinación con sus 13 docentes-tutores y 84 sesiones de asesoramiento familiar a sus respectivas familias. Los resultados muestran diferencias estadísticamente significativas en competencias del alumnado universitario, además de mejoras en rendimiento escolar y elevados niveles de satisfacción de los docentes-tutores. Esta intervención ha contribuido a mejorar la eficacia y eficiencia de la educación universitaria y obligatoria.

Making STEM Education Objectives Sustainable through a Tutoring Program

“…In relation to the second stage, once the required institutional permission was obtained, the divulgation and recruitment plan was carried out, including: (a) six group information and coordination sessions with the institutional managers and teachers of the participants schools, in which they were informed about the program and their input, as well as their participation requested in the dissemination and recruitment of primary education students and their families; (b) four group information sessions with the fifth and sixth grade primary education students of the participant schools, in which they were informed about the characteristics of the program including a demonstration of a brief scientific-technological activity, as well as providing them with the family contract agreement (i.e., document similar to a behavioral contract in which the families' rights and obligations were specified, in addition to the authorization from the school to process the child registration in the program) [33]; and (c) two group sessions with the university students from the selected degree, in which they were informed about the characteristics, conditions, costs, and benefits of the program (e.g., voluntary participation, although at the end of the program tutors were awarded with the equivalent of six credit hours by their faculty).…”

“…With regard to the third stage, 62 primary education students from the fifth and sixth grades were enrolled in the program by the institutional heads of the participants' schools, after (a) reading and accepting the clauses of the contract agreement of the schools (i.e., document similar to a behavioral contract in which the commitment, rights, and obligations of the schools were specified), and (b) the families were given the family contract agreement, an original copy of the primary education students' report card and the access protocol (i.e., self-report in which the teachers provided the demographic, school and interest information of the students who were enrolled on the program) [33]. Likewise, 29 university students enrolled voluntarily in the program after (a) reading and accepting the clauses established in the NtN tutors agreement (i.e., a document similar to a behavioral contract in which the rights and obligations of university students who enrolled on the program were specified), (b) providing an original copy of their academic report, and (c) completing the NtN tutors protocol (i.e., self-report aimed at obtaining the demographic, academic, and interest information of the university students who enrolled in the program) [30,32], and the Business-focused Inventory of Personality (BIP) (i.e., self-report to measure personality and key competences for employment) [39].…”

“…Both methodological approaches were blended into the NtN-Granada intervention design in the following way: (a) S-L, which integrates knowledge and the curriculum's subjects with learning and doing useful and supportive work in the community [29]; and (b) peer tutoring, in which students of different ages and/or with more knowledge and/or skills, after a process of training and practice, through a framework of asymmetrical relationship externally planned by professionals, help and support other students with less knowledge and/or skills for preventive and/or instructional purposes [30]. Amongst the multiple benefits of both ways of understanding and practicing education, the following are frequently cited [29][30][31][32][33][34][35][36]: an improvement in the school performance of participants, their skills and social relationships, an increase in health indicators and professional skills, and improvements in professional skills and the satisfaction of the educators involved. There is also evidence of the benefits that this type of program exerts on the social climate of institutions and communities by increasing the organizational structure and social participation of their members (e.g., increasing the number and quality of interactions between its members and its immediate environment, improving members' well-being and commitment to their work or duties, decreasing leave days and reducing disciplinary issues) [29,34,35,37].…”

La atención a las necesidades educativas especiales en el ámbito universitario desde una perspectiva práctica innovadora

“…Al implantarlas, los resultados de satisfacción concuerdan con otros estudios (Grabowski, Heely, y Brindley, 2008), proporcionándoles la ayuda adecuada para superar las materias. Además, el empleo de técnicas variadas y cercanas, las respuestas ajustadas y clarificaciones por parte del mentor, como afirmó el 83% del alumnado con diversidad funcional, crearon un ambiente de cordialidad y seguridad entre ellos, debido seguramente a factores como la confianza (St-Jean y Audet, 2009) o la confidencialidad, y el tiempo dedicado a las sesiones (Illes, Glover, Wexler, Leung, y Glazer, 2000), lo cual supuso un incremento en sus competencias (p.e., habilidad de gestión de la información, conocimientos generales básicos de estudio, planificación y gestión del tiempo, entre otras), al igual que en otros estudios (Clayton, Bringle, y Hatcher, 2013;Fernández, Arco, Hervás, y Delgado, 2018;Hervás et al, 2017).…”

“…En definitiva, aunque los resultados recopilados no han cumplido las expectativas iniciales, así como no producir unos logros significativos, estos efectos si coinciden a grandes rasgos con los derivados de la literatura especializada, cuando se emplea este tipo de programas (Fernández et al, 2018;McIntyre y Sellnow, 2014;Westover, 2012). Por ejemplo, el fomento de aspectos relacionados con el desarrollo personal y social del alumnado (p.e., aumento de responsabilidad), mayor conexión de la enseñanza del aula con las necesidades del entorno, incremento de oportunidades de aprendizaje significativo relacionados con la vida real, mejora de la compresión social, incremento de competencias (p.e., la comunicación), aumento de habilidades de resolución de problemas, trabajo autónomo y trabajo en equipo, o acentuación de habilidades interpersonales, éxito académico y desarrollo profesional (Hervás et al, 2017).…”