Jordi Colomer
Dados Biográficos
| ID | 3941718 |
|---|---|
| NOME | Jordi Colomer |
| PRENOMES | Jordi |
| SOBRENOME | Colomer |
| ASSINATURA | COLOMER J |
| AFILIAÇÕES | Universitat de Girona |
| ORCID | 0000-0002-9330-0269 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Between Action and Awareness
Reflection, as a key component of the educational process, strengthens the child’s sense of identity, self-awareness, and ability to learn consciously. Although the theoretical foundations of reflection are widely studied in educational science, its practical application in the context of preschool education remains fragmented and under-researched. The aim of this study is to reveal how preschool teachers understand, apply, and model the reflecti…
Cyclical reflection on physical education instruction influences on pre-service teachers’ critical transformation
The purpose of this study is to demonstrate that pre-service teachers’ (PSTs’) critical reflection on professional physical education develops through structured experiential learning approaches. This quasi-experimental study involved two groups of PSTs: a teacher-directed group (n = 39) engaged in traditional reciprocal instruction activities, and an experimental group (n = 104) participating in contextualised cooperative physical education chal…
Modes of self-reflection in physical education instruction
Purpose Self-reflection in physical education can effectively help teachers and students gain new insights and improve instruction. This study aims to conduct a specific analysis of research trends on self-reflection in physical education through scientometrics analysis, providing foundational material for teachers’ and students’ self-development. Methods A scientometric analysis was conducted using WOS and Scopus databases. The search terms were…
A rubric for pre-service teachers to evaluate meaningful physical education
This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondenc…
Cooperative Learning Promoting Cultural Diversity and Individual Accountability
Cooperative learning in physical education not only promotes the overall development of students, but also lays the foundation for lifelong learning and sustainable development from the perspectives of cultural integration and social responsibility. This study examined students’ physical, social, emotional, and cognitive outcomes on the one hand. On the other hand, it focuses on the potential of cooperative learning to promote cultural diversity …
Cooperative videodance learning categories for pre-service teachers’ development
This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergie…
Fostering Perceptions of Gender through Cooperative Learning
This article explores, quantitatively and qualitatively, how gender-neutral groups of pre-service teachers in homogenous and heterogeneous cooperative learning prioritize individual responsibility, promotive interaction, and positive interdependence. The study took place in the 2022–2023 academic year. The participants in this study were 535 pre-service teachers registered on Kindergarten, Primary, and Secondary Education undergraduate degree cou…
Dependence of Socio-Emotional Competence Expression on Gender and Grade for K5–K12 Students
Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this s…
Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement
This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involve…
Fostering Critical Reflection in Primary Education through STEAM Approaches
This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodolog…
Emotional Self-Regulation through Introjective Practices in Physical Education
This study analyzed emotional self-regulation in relation to K-9 and K-10 school children’s emotional intelligence defined on three dimensions: Emotional attention, clarity of feelings, and emotional repair. The objective was to analyze the students’ perceptions of skills and capacities that promoted the awareness of emotions when performing introjective motor practices, i.e., motor skill exercises in which the inner logic provokes a process of s…
Validating the Narrative Reflection Assessment Rubric (Narra) for reflective narratives in higher education
This article focuses on the validity of the new Narrative Reflection Assessment Rubric (NARRA) used to assess students' reflective narratives in higher education. We evaluate its formulation and usefulness from an instructional point of view. To those ends, we engage in both a quantitative and a qualitative analysis, using data from 100+ preservice teachers before and after they attend a Reflective Practice Seminar. We find that there are statist…
Improving and evaluating reflective narratives
Reflective learning in higher education
This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social educ…
Improving and evaluating reflective narratives
Reflective learning in higher education
This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social educ…
Reflective learning in higher education
This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social educ…
Improving and evaluating reflective narratives
Validating the Narrative Reflection Assessment Rubric (Narra) for reflective narratives in higher education
This article focuses on the validity of the new Narrative Reflection Assessment Rubric (NARRA) used to assess students' reflective narratives in higher education. We evaluate its formulation and usefulness from an instructional point of view. To those ends, we engage in both a quantitative and a qualitative analysis, using data from 100+ preservice teachers before and after they attend a Reflective Practice Seminar. We find that there are statist…
Fostering Critical Reflection in Primary Education through STEAM Approaches
This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodolog…
Emotional Self-Regulation through Introjective Practices in Physical Education
This study analyzed emotional self-regulation in relation to K-9 and K-10 school children’s emotional intelligence defined on three dimensions: Emotional attention, clarity of feelings, and emotional repair. The objective was to analyze the students’ perceptions of skills and capacities that promoted the awareness of emotions when performing introjective motor practices, i.e., motor skill exercises in which the inner logic provokes a process of s…
Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement
This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involve…
Dependence of Socio-Emotional Competence Expression on Gender and Grade for K5–K12 Students
Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this s…
Fostering Perceptions of Gender through Cooperative Learning
This article explores, quantitatively and qualitatively, how gender-neutral groups of pre-service teachers in homogenous and heterogeneous cooperative learning prioritize individual responsibility, promotive interaction, and positive interdependence. The study took place in the 2022–2023 academic year. The participants in this study were 535 pre-service teachers registered on Kindergarten, Primary, and Secondary Education undergraduate degree cou…
A rubric for pre-service teachers to evaluate meaningful physical education
This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondenc…
Cooperative Learning Promoting Cultural Diversity and Individual Accountability
Cooperative learning in physical education not only promotes the overall development of students, but also lays the foundation for lifelong learning and sustainable development from the perspectives of cultural integration and social responsibility. This study examined students’ physical, social, emotional, and cognitive outcomes on the one hand. On the other hand, it focuses on the potential of cooperative learning to promote cultural diversity …
Cooperative videodance learning categories for pre-service teachers’ development
This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergie…
Modes of self-reflection in physical education instruction
Purpose Self-reflection in physical education can effectively help teachers and students gain new insights and improve instruction. This study aims to conduct a specific analysis of research trends on self-reflection in physical education through scientometrics analysis, providing foundational material for teachers’ and students’ self-development. Methods A scientometric analysis was conducted using WOS and Scopus databases. The search terms were…
Between Action and Awareness
Reflection, as a key component of the educational process, strengthens the child’s sense of identity, self-awareness, and ability to learn consciously. Although the theoretical foundations of reflection are widely studied in educational science, its practical application in the context of preschool education remains fragmented and under-researched. The aim of this study is to reveal how preschool teachers understand, apply, and model the reflecti…
Cyclical reflection on physical education instruction influences on pre-service teachers’ critical transformation
The purpose of this study is to demonstrate that pre-service teachers’ (PSTs’) critical reflection on professional physical education develops through structured experiential learning approaches. This quasi-experimental study involved two groups of PSTs: a teacher-directed group (n = 39) engaged in traditional reciprocal instruction activities, and an experimental group (n = 104) participating in contextualised cooperative physical education chal…
Psychology (11 obras) · Mathematics education (10 obras) · Pedagogy (8 obras) · Perception (7 obras) · Reflective Practices in Education (6 obras) · Social Psychology (6 obras) · Computer Science (5 obras) · Higher education (5 obras) · Motivation and Self-Concept in Sports (5 obras) · Physical education (4 obras)