“Me sentí muy realizado/a”: Efectos de la práctica de aprendizaje-servicio en la formación de docentes en formación.
DOI:
https://doi.org/10.56200/mentor.v5i1.11068Palabras clave:
Aprendizaje-Servicio, Actividad Física, Docentes en Formación, Herramientas PedagogicasResumen
Ha habido un creciente interés por comprender la relevancia e impacto del Aprendizaje-Servicio como una herramienta pedagógica y formativa para docentes en formación. El Aprendizaje-Servicio combina el trabajo académico con la participación comunitaria. Aun de su creciente interes, existe poca investigación vinculando la relación de prácticas inclusivas con personas con discapacidades. El objetivo de este estudio fue comprender los efectos de una metodología de Aprendizaje-Servicio en la formación académica de docentes en formación, a través de una intervención motriz con personas con discapacidad intelectual. Fue un estudio cualitativo donde participaron 21 estudiantes universitarios, un profesor, 29 personas con discapacidad intelectual y una docente. La recolección de datos fue mediante: diarios reflexivos, entrevistas semiestructuradas y grupos focales. El análisis de datos se guio por un diseño emergente basado en la teoría fundamentada. Tres categorías principales de impacto: (a) satisfacción académica e identidad profesional; (b) crecimiento personal; y (c) adquisición de conocimientos. La experiencia de Aprendizaje-Servicio contribuyó significativamente a la formación académica de los futuros docentes, desafiando creencias personales y promoviendo el desarrollo profesional. Este estudio resalta el potencial transformador del Aprendizaje-Servicio en la formación docente al cuestionar supuestos, generar incomodidad y abrir espacios para un aprendizaje significativo.
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Derechos de autor 2026 Ramón Alfonso González Rivas, Oscar Nuñez Enriquez, Mary L. Henninger, Teresa de Jesús Barreras Villavelazquez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
