In the last decades, a new educational approach has emerged among educators and researchers, recognizing the importance of the student as an active protagonist in the learning process. This situation has allowed for the creation of spaces for interaction among students, providing new opportunities to acquire knowledge, develop social skills, and foster greater motivation to learn. This way, the traditional conception of formal education, in which the teacher is the only one who acts as a mediator between content and the learner's mental activity, is being modified. The purpose of this doctoral thesis is to investigate the potentialities and limitations of using a peer learning method, where students act as co-teachers of the class teacher during their own teaching and learning process. To achieve this objective, a literature review has been conducted on peer tutoring, cooperative learning, students as co-teachers, and the learning opportunity involved in the teaching activity. Additionally, a didactic proposal based on students as co-teachers with secondary school students has been designed and put into practice in a Chilean context, addressing five topics in the music subject (musical figures, spoken solfege, auditory discrimination, flute, and singing) aligned with the national curriculum established by the Ministry of Education. The aims of this research are to determine whether the implementation of the didactic proposal provides a significant improvement in the learning outcomes of both the co-teaching students and the students receiving support in the five addressed topics, and to identify the actions that enable or hinder learning in the sessions where students act as co-teachers, with special attention to the learning of those students who assume the role of co-teachers. The didactic proposal of this research was implemented in a secondary school, involving 85 students. In order to respond to the changes produced in the five addressed topics and identify the actions that facilitate such changes, a sequential explanatory design of mixed methods has been chosen, combined with a quasi-experimental pretest-posttest approach with a single group. The quantitative results indicate statistically significant improvements when comparing the pretest and posttest outcomes of all students participating in the didactic proposal (co-teachers and tutored students) across the five addressed topics. After analyzing the actions carried out by the co-teachers, it can be concluded that the improvements are supported by the adjusted scaffolding provided by the co-teacher, the opportunities for peer assessment that allowed for progress monitoring and the provision of feedback, and the potential of learning by teaching. This research demonstrates the feasibility of using Co-teaching with students as an approach to address music education topics in a secondary school context. The limited existing literature on students as co-teachers highlights the need for further research in this thematic area, both in the field of music and in other disciplines within the educational curriculum.
Docencia compartida con estudiantes de secundaria para la enseñanza de la música.
Quiñones Ramírez, F. (Author). 27 Sept 2023
Student thesis: Doctoral thesis
Student thesis: Doctoral thesis