Promoviendo la autodeterminación en el aula: el modelo de enseñanza y aprendizaje de la autodeterminación

• MUMBARDÓ ADAM, Cristina ^[1] ; VICENTE SÁNCHEZ, Eva ^[2] ; GINÉ GINÉ, Climent ^[1] ; GUÀRDIA OLMOS, Joan ^[3] ; RALEY, Sheida Khamsi ^[4] ; VERDUGO ALONSO, Miguel Ángel ^[5]
  1. [1] Universitat Ramon Llull

     Universitat Ramon Llull

     Barcelona, España

     
  2. [2] Universidad de Zaragoza

     Universidad de Zaragoza

     Zaragoza, España

     
  3. [3] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
  4. [4] University of Kansas

     University of Kansas

     City of Lawrence, Estados Unidos

     
  5. [5] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     

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• Localización: Siglo Cero: Revista Española sobre Discapacidad Intelectual, ISSN 2530-0350, Vol. 48, Nº 2, 2017, págs. 41-59
• Idioma: español
• DOI: 10.14201/scero20174824159
• Títulos paralelos:
  • Promoting self-determination skills in the classroom: the Self-determined Learning Model of Instruction (Spanish version)
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 14 Citas
• Resumen
  • español

    La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar. 

  • English

    Within Spanish context, initiatives to promote self-determination in educational settings still lacking despite of the availability of instruments designed to enable the instruction of self-determination skills, such as the Self-Determined Learning Model of Instruction. This evidence-based practice enables teachers to instruct students to develop self-determination actions and skills. This study aims to present the Spanish translated and adapted version of the afore mentioned program/tool, in an effort to improve the focus of self-determination instruction in the Spanish educational context by providing practitioners with a model of instruction intended to teach skills associated with the promotion and enhancement of self-determined action.

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