The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher

In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication te...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Asunción Lledó Carreres [verfasserIn] Alejandro Lorenzo Lledó [verfasserIn] Elena Pérez Vázquez [verfasserIn] Alba Gilabert Cerdá [verfasserIn] Gonzalo Lorenzo Lledó [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Spanisch ; Italienisch ; Portugiesisch

Erschienen:	2019

Schlagwörter:	discapacidad, cine, recurso, innovación pedagógica

Übergeordnetes Werk:	In: INFAD - Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020, 1(2019), 2, Seite 461-468
Übergeordnetes Werk:	volume:1 ; year:2019 ; number:2 ; pages:461-468

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.17060/ijodaep.2019.n2.v1.1716

Katalog-ID:	DOAJ000507253

Internformat


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spelling	10.17060/ijodaep.2019.n2.v1.1716 doi (DE-627)DOAJ000507253 (DE-599)DOAJe96c29dd23704fab86085b799541a24b DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Asunción Lledó Carreres verfasserin aut The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process. discapacidad, cine, recurso, innovación pedagógica Psychology Alejandro Lorenzo Lledó verfasserin aut Elena Pérez Vázquez verfasserin aut Alba Gilabert Cerdá verfasserin aut Gonzalo Lorenzo Lledó verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2019), 2, Seite 461-468 (DE-627)1694455408 26035987 nnns volume:1 year:2019 number:2 pages:461-468 https://doi.org/10.17060/ijodaep.2019.n2.v1.1716 kostenfrei https://doaj.org/article/e96c29dd23704fab86085b799541a24b kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1716 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2019 2 461-468
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allfieldsGer	10.17060/ijodaep.2019.n2.v1.1716 doi (DE-627)DOAJ000507253 (DE-599)DOAJe96c29dd23704fab86085b799541a24b DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Asunción Lledó Carreres verfasserin aut The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process. discapacidad, cine, recurso, innovación pedagógica Psychology Alejandro Lorenzo Lledó verfasserin aut Elena Pérez Vázquez verfasserin aut Alba Gilabert Cerdá verfasserin aut Gonzalo Lorenzo Lledó verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2019), 2, Seite 461-468 (DE-627)1694455408 26035987 nnns volume:1 year:2019 number:2 pages:461-468 https://doi.org/10.17060/ijodaep.2019.n2.v1.1716 kostenfrei https://doaj.org/article/e96c29dd23704fab86085b799541a24b kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1716 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2019 2 461-468
allfieldsSound	10.17060/ijodaep.2019.n2.v1.1716 doi (DE-627)DOAJ000507253 (DE-599)DOAJe96c29dd23704fab86085b799541a24b DE-627 ger DE-627 rakwb eng spa ita por BF1-990 Asunción Lledó Carreres verfasserin aut The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process. discapacidad, cine, recurso, innovación pedagógica Psychology Alejandro Lorenzo Lledó verfasserin aut Elena Pérez Vázquez verfasserin aut Alba Gilabert Cerdá verfasserin aut Gonzalo Lorenzo Lledó verfasserin aut In INFAD Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad, 2020 1(2019), 2, Seite 461-468 (DE-627)1694455408 26035987 nnns volume:1 year:2019 number:2 pages:461-468 https://doi.org/10.17060/ijodaep.2019.n2.v1.1716 kostenfrei https://doaj.org/article/e96c29dd23704fab86085b799541a24b kostenfrei http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1716 kostenfrei https://doaj.org/toc/0214-9877 Journal toc kostenfrei https://doaj.org/toc/2603-5987 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 1 2019 2 461-468
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source	In INFAD 1(2019), 2, Seite 461-468 volume:1 year:2019 number:2 pages:461-468
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topic_title	BF1-990 The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher discapacidad, cine, recurso, innovación pedagógica
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title	The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher
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title_full	The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher
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author_browse	Asunción Lledó Carreres Alejandro Lorenzo Lledó Elena Pérez Vázquez Alba Gilabert Cerdá Gonzalo Lorenzo Lledó
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title_sort	use of cinema in the knowledge of disability: didactic proposal in the degree of teacher
callnumber	BF1-990
title_auth	The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher
abstract	In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process.
abstractGer	In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process.
abstract_unstemmed	In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process.
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title_short	The use of cinema in the knowledge of disability: Didactic proposal in the degree of teacher
url	https://doi.org/10.17060/ijodaep.2019.n2.v1.1716 https://doaj.org/article/e96c29dd23704fab86085b799541a24b http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1716 https://doaj.org/toc/0214-9877 https://doaj.org/toc/2603-5987
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author2	Alejandro Lorenzo Lledó Elena Pérez Vázquez Alba Gilabert Cerdá Gonzalo Lorenzo Lledó
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up_date	2024-07-03T15:03:57.194Z
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