Percepciones de estudiantes sobre el taller de estudio asistido (TEA): necesidades, expectativas y respuestas

Abstract

[spa] La evolución de las diferentes formas de aprender y enseñar se ha visto reflejada en la educación formal siendo complementada por otros espacios educativos de educación no formal. Desde el Sistema Educativo Español impulsan el desarrollo de diferentes medidas para solventar el fracaso escolar y garantizar una equidad entre el alumnado, contemplado la atención a la diversidad. Una de ellas, es el Taller de Estudio Asistido (T.E.A), una medida de apoyo educativo como propuesta de recurso alternativo y complementario al Instituto. Desde aquí parte el estudio de este trabajo, analizar las percepciones de los estudiantes de la educación secundaria acerca del T.E.A, resaltando sus necesidades, expectativas y respuestas. Para llevar a cabo el trabajo se ha utilizado la metodología de naturaleza cualitativa de tipo exploratoria y las técnicas de recogida de información han sido la encuesta y la entrevista. La técnica de análisis de contenido revela que los resultados obtenidos de los alumnos tienen que ver con necesidades educativas relacionadas con el aprendizaje, organización y espacio; esperando que el T.E.A les ofrezca un sitio para estudiar y resolver dudas como también ganar más autonomía y adquisición de hábitos de estudio. Viendo clara la necesidad de un apoyo educativo.

[eng] The evolution of the different ways of learning and teaching has been reflected in formal education being complemented by other educational spaces of non-formal education. From the Spanish Educational System encourage the development of different measures to solve school failure and ensure equity among students, including attention to diversity. One of them is the Assisted Study Workshop (T.E.A), a measure of educational support as an alternative resource proposal and complementary to the Institute. From here the study of this work starts, analyzing the perceptions of secondary school students about the T.E.A, highlighting their needs, expectations and answers. In order to carry out the work, the qualitative methodology of exploratory nature has been used and the techniques of information collection have been the survey and the interview. The technique of content analysis reveals that the results obtained from students have to do with educational needs related to learning, organization and space; hoping that the T.E.A offers them a place to study and solve doubts as well as gain more autonomy and acquisition of study habits. Seeing clearly the need for educational support.

[cat] The evolution of the different ways of learning and teaching has been reflected in formal education being complemented by other educational spaces of non-formal education. From the Spanish Educational System encourage the development of different measures to solve school failure and ensure equity among students, including attention to diversity. One of them is the Assisted Study Workshop (T.E.A), a measure of educational support as an alternative resource proposal and complementary to the Institute. From here the study of this work starts, analyzing the perceptions of secondary school students about the T.E.A, highlighting their needs, expectations and answers. In order to carry out the work, the qualitative methodology of exploratory nature has been used and the techniques of information collection have been the survey and the interview. The technique of content analysis reveals that the results obtained from students have to do with educational needs related to learning, organization and space; hoping that the T.E.A offers them a place to study and solve doubts as well as gain more autonomy and acquisition of study habits. Seeing clearly the need for educational support.