Título Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting
Autores MAYA SEGURA, JESÚS MANUEL, Maraver, Jesus
Publicación externa Si
Medio Int. J. Environ. Res. Public Health
Alcance Article
Naturaleza Científica
Cuartil JCR 1
Cuartil SJR 2
Impacto JCR 3.39000
Impacto SJR 0.74700
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086008103&doi=10.3390%2fijerph17113922&partnerID=40&md5=02c9603562f854cf79b376f6b5f36035
Fecha de publicacion 01/06/2020
ISI 000542629600175
Scopus Id 2-s2.0-85086008103
DOI 10.3390/ijerph17113922
Abstract The use of effective teaching strategies should be developed from teachers\' reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.
Palabras clave teaching-learning process; psychodrama; role-playing; higher education; teaching innovation; teaching needs; teaching effectiveness
Miembros de la Universidad Loyola

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