Keywords
emociones; habilidades socioemocionales; aula invertida; aprendizaje experiencial; pódcast; relación de ayuda., emotions; social emotional skills; flipped classroom; experiential learning; podcast; helping relationship.
Aprendizaje de las competencias socioemocionales de relación de ayuda a través del aula invertida: relato de una experiencia
Abstract
En este texto, a modo de relato, narro en primera persona la experiencia práctica docente desarrollada en la asignatura de Comunicación y Relación de Ayuda del Grado de Trabajo Social, en la que se implementó una experiencia de aula invertida. El alumnado recibía sus clases teóricas por medio de "pódcast" y el tiempo de clase lo dedicábamos a realizar actividades de aprendizaje experiencial. A pesar de las dificultades planteadas por la pandemia de la COVID-19, y la obligación de realizar las clases en formato online e híbrido, la metodología implementada para esta asignatura ha resultado idónea para tratar una materia con gran contenido emocional, en la queel alumnado no sólo tiene que aprender contenidos, sino que debe, también, desarrollar sus competencias socioemocionales.De la experiencia concluyo en qué la metodología de aula invertida contribuye al desarrollo de las competencias de la asignatura y, en segundo lugar, como a motivación y el compromiso de los alumnos con su propio aprendizaje resulta un elemento clave para el desarrollo de este tipo de experiencias
n this text, in the form of a story, I narrate in first person the practical teaching experience developed in the subject of Communication and Helping Relationships of the Degree in Social Work, in which an inverted classroom experience was implemented. The students received their theoretical classes via “podcasts” and the class time was dedicated to experiential learning activities. Despite the difficulties caused by the COVID-19 pandemic, and the obligation to conduct classes in online and hybrid format,the methodology implemented for this course has been ideal for dealing with a subject with a high emotional content, in which students not only have to learn content, but must also develop their socio-emotional skills. From the experience I conclude that the inverted classroom methodology contributes to the development of the competences of the subject and, secondly, that the motivation and commitment of the students to their own learning is a key element for the development of these types of experiences.
n this text, in the form of a story, I narrate in first person the practical teaching experience developed in the subject of Communication and Helping Relationships of the Degree in Social Work, in which an inverted classroom experience was implemented. The students received their theoretical classes via “podcasts” and the class time was dedicated to experiential learning activities. Despite the difficulties caused by the COVID-19 pandemic, and the obligation to conduct classes in online and hybrid format,the methodology implemented for this course has been ideal for dealing with a subject with a high emotional content, in which students not only have to learn content, but must also develop their socio-emotional skills. From the experience I conclude that the inverted classroom methodology contributes to the development of the competences of the subject and, secondly, that the motivation and commitment of the students to their own learning is a key element for the development of these types of experiences.
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Materias, derechos, colecciones e identificadores
URI / Handle
https://doi.org/10.15517/re.v0i47.58041Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España