La codocència a les classes de ciències: un model que beneficia a l’alumne i acompanya al docent

Firmino Roura, Sergi

La codocència a les classes de ciències: un model que beneficia a l’alumne i acompanya al docent

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Firmino Roura, S. La codocència a les classes de ciències: un model que beneficia a l’alumne i acompanya al docent. 2017. handle: http://hdl.handle.net/10230/32741

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Abstract

In this Final Master’s Project, it has assessed the impact of co-teaching during Physics and Chemistry lessons. These lessons have taken place during the 4th year of Secondary Education. This influence has been analyzed in two different aspects: first of all, the impact on the students (classroom atmosphere, learning and autonomy) and, in second place, the effect on teacher’s training has been evaluated. This research starts with a theoretical approach of co-teaching methodologies and collaboration between teachers. After that, a didactic unit design has been used in order to structure the process of data collection. The results and literature confirm the original thesis: the student benefits on his learning because of the good learning conditions. Nevertheless, it is necessary to pay attention to student’s autonomy and to attend to diversity especially to the students with greater needs in an efficient way. Teachers benefit as well. They are well-prepared to better face new challenges and it pushes them to reflect on their intervention. This proposal has been carried out thanks to being part of a 2-year teacher training program in INS Les Aimerigues (Terrassa).