[ES] La idoneidad de un modelo de jornada escolar
(continua/partida) es un debate aún candente
en la comunidad educativa. Este trabajo presenta el
análisis que 250 maestros jubilados realizaron sobre la
jornada más idónea para el rendimiento de los alumnos,
la organización familiar y la repercusión en el descanso
y la formación de profesorado y estudiantes. El
apoyo hacia la jornada continua es mayoritario por la disponibilidad de tiempo que ofrece, sin embargo, el
impacto en el rendimiento académico o en la concentración
y el cansancio del alumnado es una variable
que se emplea indistintamente para defender una jornada
partida o continua.
[EN] The debate on the adequacy of a continuous
or non-continuous school day model in Spain is
still a burning topic. This paper presents analyses by
250 retired primary teachers on the types of school
day, taking account factors such as student performance,
family organization, their repercussion on
students’ sleeping hours and the training of both
teachers and students. The results show that most teachers support the idea of a continuous school-day
system as it makes more time available. However, the
impact on academic performance, student concentration
and fatigue is a variable which may be used to
support either school-day system.
[EN] The debate on the adequacy of a continuous or non-continuous school day model in Spain is
still a burning topic. This paper presents analyses by
250 retired primary teachers on the types of school
day, taking account factors such as student performance, family organization, their repercussion on
students’ sleeping hours and the training of both
teachers and students. The results show that most
teachers support the idea of a continuous school-day
system as it makes more time available. However, the
impact on academic performance, student concentration and fatigue is a variable which may be used to
support either school-day system.
