Promoviendo la autodeterminación en el aulael modelo de enseñanza y aprendizaje de la autodeterminación

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

    Universitat Ramon Llull

    Barcelona, España

    ROR https://ror.org/04p9k2z50

  2. 2 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  3. 3 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  4. 4 University of Kansas
    info

    University of Kansas

    Lawrence, Estados Unidos

    ROR https://ror.org/001tmjg57

  5. 5 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revue:
Siglo Cero: Revista Española sobre Discapacidad Intelectual

ISSN: 2530-0350

Année de publication: 2017

Volumen: 48

Número: 2

Pages: 41-59

Type: Article

DOI: 10.14201/SCERO20174824159 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Siglo Cero: Revista Española sobre Discapacidad Intelectual

Résumé

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. 

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