RT Journal Article
T1 Procesos creativos autorregulados: un enfoque desde el Aprendizaje-Servicio en la Educación Superior
T1 Self-regulated creative processes: an approach through Service-Learning in Higher Education
A1 Lage Gómez, Carlos
A1 Campollo Urkitza, Arantzazu
A1 Cremades Andreu, Roberto
AB El Aprendizaje-Servicio (ApS) se concibe como un enfoque pedagógico que integra el servicio comunitario con objetivos curriculares. Este estudio explora los procesos creativos desde la perspectiva del aprendizaje autorregulado. Para ello, se ha implementado un proyecto de ApS centrado en la elaboración de conciertos didácticos y actividades didáctico-musicales en la ciudad de Madrid durante tres cursos académicos (2021-2022 hasta 2023-2024). Han participado 39 estudiantes universitarios de la mención en Música del Grado de Educación Primaria, alumnado de un colegio, su profesora de música y cinco docentes universitarios. Todos ellos han compartido un espacio social destinado a comprender y transformar el contexto educativo de forma participativa. Siguiendo un enfoque cualitativo, se han utilizado la observación participante y no participante junto con entrevistas, que fueron codificadas y analizadas mediante una orientación temática basada en la teoría de la actividad. Los resultados muestran el impacto positivo del proyecto promoviendo una transformación mutua. Se han identificado una serie de elementos clave en el proceso creativo autorregulado: a) compromiso individual y colectivo; b) autonomía del estudiantado; d) el tiempo como regulador; e) adquisición de competencias pedagógicas; y f) aplicabilidad y desarrollo de procesos metacognitivos.
AB Service-Learning (SL) is conceived as a pedagogical approach that integrates community service with curricular objectives. This study explores creative processes from the perspective of self-regulated learning. A SL project was implemented, focused on pedagogical concerts and didactic-musical activities in Madrid over three academic years (2021–2022 to 2023– 2024). A total of 39 university students specializing in Music Education within the Primary Education degree program, a school and her music teacher, alongside five university lecturers participated in the project. All participants shared a social space aimed at understanding and transforming the educational context in a participatory manner. From a qualitative approach, both participant and non-participant observation techniques were employed, along with interviews that were coded and analyzed using a thematic orientation grounded in activity theory. The results reveal the project’s positive impact on fostering mutual transformation. Several key elements in the self-regulated creative process were identified: (a) individual and collective commitment; (b) student autonomy; (c) time as a regulatory factor; (d) acquisition of pedagogical competences; and (e) applicability and development of metacognitive processes.
PB Sage
YR 2025
FD 2025-09-26
LK https://hdl.handle.net/20.500.14352/134339
UL https://hdl.handle.net/20.500.14352/134339
LA spa
NO Lage Gómez, C., Campollo Urkitza, A., & Cremades Andreu, R. (2025). Procesos creativos autorregulados: un enfoque desde el Aprendizaje-Servicio en la Educación Superior. Revista Internacional de Educación Musical, 13, 105-115. https://doi.org/10.1177/23074841251365709
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DS Docta Complutense
RD 5 abr 2026