Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Artículo científico |
| Sprache: | en |
| Veröffentlicht: |
Universidad Nacional de Educación a Distancia
2025
|
| Schlagworte: | |
| Online-Zugang: | https://www.redalyc.org/articulo.oa?id=70681774012 https://www.redalyc.org/journal/706/70681774012/ https://www.redalyc.org/journal/706/70681774012/html/ https://www.redalyc.org/journal/706/70681774012/70681774012.epub https://www.redalyc.org/journal/706/70681774012/movil |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Inhaltsangabe:
- Learning experiences outside the university classroom: analysis of field trips to innovative schools José-Luis Parejo María-O Cortón-Heras Educación theory reflection active learning Learning experience practice relationship Education outside the university classroom, based on observation, experimentation, research and reflection, involves students helping with the organisation of the outings, thus preparing them for their future profession both critically and creatively. The main objective of this study is to analyse the impact that visits to innovative schools have on initial teacher education. The paper seeks to look into how the experience can contribute to improving the personal and social development of students, as well as aiding their academic and professional development. The innovative schools visited are linked to various educational models, such as the state school model, the inclusive model, the model that simulates daily life, the forest school model, the rural school model, the Free School model and the model based on the pedagogy of trust. By means of qualitative methodology and content analysis utilising Atlas.ti software the study reviews 224 travel journals of groups of Early Childhood Education students who took part in visits over four academic years. The findings reveal that these experiences allow students, from both a personal and social perspective, to get away from the daily routine, promote understanding between them and their teachers, and contribute to the strengthening of group cohesion and emotional well-being. From an academic perspective, participating in such experiences stimulates active, deep and meaningful learning. This not only increases students’ motivation and commitment to their studies, the university and their future profession, but also helps them move beyond the traditional separation between theory and practice, preparing them for curricular practice. Furthermore, it facilitates the application of acquired competencies in the development of their professional identity, improves their job opportunities and promotes the implementation of innovative strategies in their future teaching careers. 2025 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70681774012 https://www.redalyc.org/journal/706/70681774012/ https://www.redalyc.org/journal/706/70681774012/html/ https://www.redalyc.org/journal/706/70681774012/70681774012.epub https://www.redalyc.org/journal/706/70681774012/movil 10.5944/educxx1.38276 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.28