Cross-curricular education for solidarity in the training of psychologists and educators

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2013-06-01 DOI:10.5093/ed2013a7

Francisco Manuel Morales Rodríguez

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引用次数: 3

Abstract

The European Higher Education Area involves major changes in the teaching/learning process for the acquisition of transversal competences, such as social and civic skills. A need for active learning methods is established in order to develop students’ ability to make decisions and learn independently, reflectively, and critically, thereby promoting these skills. Considering the importance of a program for the training of ethical and solidarity values within the university curriculum (Educational Innovation Program, PIE10-127), we carried out a comparative study on ethical values in college students before and after the program application and an evaluation of the effectiveness of different active methodologies to promote the acquisition of solidarity and its impact on performance. Participants in this study were 4,103 university students, aged 18 to 57, from the Faculty of Psychology and Educational Sciences of the University of Malaga. The results show an increase in the acquisition of solidarity skills following the implementation of the program and that active methods have a positive impact on academic performance. Hence, the conclusion is that there is a need to strengthen these values.

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跨学科教育促进心理学家和教育工作者的团结培训

欧洲高等教育区涉及教学过程的重大变化，以获得横向能力，如社会和公民技能。为了培养学生独立、反思、批判地学习和决策的能力，从而提高这些技能，建立了主动学习方法的必要性。考虑到在大学课程中培养道德和团结价值观的项目的重要性(教育创新项目，PIE10-127)，我们对项目申请前后大学生的道德价值观进行了比较研究，并评估了不同积极方法促进团结获得的有效性及其对绩效的影响。这项研究的参与者是来自马拉加大学心理与教育科学学院的4103名年龄在18到57岁之间的大学生。结果表明，在实施该计划后，团结技能的获得有所增加，积极的方法对学业成绩产生了积极影响。因此，结论是有必要加强这些价值观。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.