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dc.contributor.authorFernández Rivas, Maríaes-ES
dc.contributor.authorEspada, Maríaes-ES
dc.date.accessioned2018-09-30T10:40:16Z-
dc.date.available2018-09-30T10:40:16Z-
dc.date.issued28/09/2018es_ES
dc.identifier.issn1517-9702es_ES
dc.identifier.urihttp://hdl.handle.net/11531/31974-
dc.descriptionArtículos en revistases_ES
dc.description.abstractCooperative tasks enhance learning, interaction and communication amongst students. Thus, this research aims to analyze the attitude of Physical Education teachers towards cooperative learning and possible improvements in different qualities in relation to ownership of the teaching centre and teaching experience. The sample was made up of 455 physical education teachers (70.8% men and 29.2% women), aged from under 30 to over 50), and an inferential statistical analysis was carried out using different tests (ANOVA and Welch). The results of this investigation show the attitude of the teachers who work in state schools is more positive than those working in semi-private schools as regards improvement of responsibility (p=.002) and group discussion (p=.000), also teachers who teach in state schools consider that cooperative learning improves group communications (p=.000) and group cohesion (p=.001) to a greater extent than teachers who work in semi-private and private schools. In addition, the teachers with less teaching experience have a more positive attitude towards cooperative learning than the teachers who have more teaching experience, because the former consider that this method improves different skills in the students, such as socialization and social interaction, the acquisition of habits of coexistence, responsibility and co-responsibility, interpersonal relationships, group discussion, etc.es-ES
dc.description.abstractCooperative tasks enhance learning, interaction and communication amongst students. Thus, this research aims to analyze the attitude of Physical Education teachers towards cooperative learning and possible improvements in different qualities in relation to ownership of the teaching centre and teaching experience. The sample was made up of 455 physical education teachers (70.8% men and 29.2% women), aged from under 30 to over 50), and an inferential statistical analysis was carried out using different tests (ANOVA and Welch). The results of this investigation show the attitude of the teachers who work in state schools is more positive than those working in semi-private schools as regards improvement of responsibility (p=.002) and group discussion (p=.000), also teachers who teach in state schools consider that cooperative learning improves group communications (p=.000) and group cohesion (p=.001) to a greater extent than teachers who work in semi-private and private schools. In addition, the teachers with less teaching experience have a more positive attitude towards cooperative learning than the teachers who have more teaching experience, because the former consider that this method improves different skills in the students, such as socialization and social interaction, the acquisition of habits of coexistence, responsibility and co-responsibility, interpersonal relationships, group discussion, etc.en-GB
dc.format.mimetypeimage/pnges_ES
dc.language.isoes-ESes_ES
dc.rightses_ES
dc.rights.uries_ES
dc.sourceRevista: Educaçao E Pesquisa, Periodo: 3, Volumen: , Número: , Página inicial: 1, Página final: 13es_ES
dc.titleAttitude of physical education teachers toward cooperative learning depending on the ownership and teaching experiencees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.rights.holderPendiente de publicar versión finales_ES
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccesses_ES
dc.keywordsTrabajo cooperativo, Educación Física, Titularidad, Actitud, experiencia docentees-ES
dc.keywordsCooperative learning; Physical Education; Ownership; Attitude; Teaching experience.en-GB
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