Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.9-15
Ana Yara Postigo Fuentes, Manuel Fernández-Navas
El videojuego es la digitalización natural que ha vivido la esfera social del juego, convirtiéndose en el pasatiempo favorito de muchos adolescentes. Por su globalización a través de internet, ha promovido el contacto de personas de diferentes países que han tenido que utilizar una lengua extranjera para comunicarse, circunstancias aún más pronunciadas en el caso de los eSports. En este artículo exponemos una revisión teórica de tres grandes campos que se aúnan en este contexto de aprendizaje: educación, lingüística y videojuegos. Con el objetivo de conocer qué se había escrito de aprendizaje de lengua extranjera en eSports se hizo una primera búsqueda de la que no se obtuvieron resultados, por lo que se decidió optar por una revisión narrativa en la que integráramos investigaciones anteriores sobre aprendizaje general con (video)juegos y eSports y aprendizaje de lenguas extranjeras con (video)juegos. Esto nos permitió explorar a través de estos tres núcleos las posibilidades educativas de los eSports en el aprendizaje de una lengua extranjera. Los resultados principales parecen indicar que el contexto práctico y dinámico y su narrativa interactiva hacen de los videojuegos y los eSports un espacio potencial de aprendizaje.
{"title":"El aprendizaje de lenguas extranjeras en los e-sports: una revisión teórica","authors":"Ana Yara Postigo Fuentes, Manuel Fernández-Navas","doi":"10.17811/msg.32.1.2020.9-15","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.9-15","url":null,"abstract":"El videojuego es la digitalización natural que ha vivido la esfera social del juego, convirtiéndose en el pasatiempo favorito de muchos adolescentes. Por su globalización a través de internet, ha promovido el contacto de personas de diferentes países que han tenido que utilizar una lengua extranjera para comunicarse, circunstancias aún más pronunciadas en el caso de los eSports. En este artículo exponemos una revisión teórica de tres grandes campos que se aúnan en este contexto de aprendizaje: educación, lingüística y videojuegos. Con el objetivo de conocer qué se había escrito de aprendizaje de lengua extranjera en eSports se hizo una primera búsqueda de la que no se obtuvieron resultados, por lo que se decidió optar por una revisión narrativa en la que integráramos investigaciones anteriores sobre aprendizaje general con (video)juegos y eSports y aprendizaje de lenguas extranjeras con (video)juegos. Esto nos permitió explorar a través de estos tres núcleos las posibilidades educativas de los eSports en el aprendizaje de una lengua extranjera. Los resultados principales parecen indicar que el contexto práctico y dinámico y su narrativa interactiva hacen de los videojuegos y los eSports un espacio potencial de aprendizaje.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"22 1","pages":"9-15"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84475430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.33-39
M. González, M. Ferra, Virginia González Ornelas
El artículo se enfoca en estudiar la orientación de la actuación moral de los normalistas en México. Se analiza la percepción sobre la incidencia de actitudes ligadas al desarrollo de valores en estudiantes de título de grado de maestros de la Escuela Normal Superior de Michoacán (México). Con una muestra de 287 normalistas se realizó un estudio descriptivo-inferencial, de carácter transversal, con validez y fiabilidad que aportó garantía de confiabilidad al instrumento. La indagación reveló la estrecha vinculación entre la acción, las actitudes y los valores. También mostró el sentido de compromiso ético y necesidad de acoger a los menores, pero no determinado por un sentido ético definido por la realidad ontológica, sino por la realidad “ética” determinada por vanguardias sociales del momento. Se observaron diferencias significativas atendiendo a la edad, respecto a la importancia de la creatividad, acompañamiento de los alumnos o los compromisos que define el sentido ético. Se concluye en el papel relevante de la actitud como refuerzo del ejercicio del juicio moral docente, así como la necesidad de fortalecer el reconocimiento del rol social y ético de los educadores en la sociedad en la que se desenvuelven.
{"title":"El crecimiento moral docente: la relación con actitudes vinculadas a valores. Percepción de normalistas de Michoacán (México)","authors":"M. González, M. Ferra, Virginia González Ornelas","doi":"10.17811/msg.32.1.2020.33-39","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.33-39","url":null,"abstract":"El artículo se enfoca en estudiar la orientación de la actuación moral de los normalistas en México. Se analiza la percepción sobre la incidencia de actitudes ligadas al desarrollo de valores en estudiantes de título de grado de maestros de la Escuela Normal Superior de Michoacán (México). Con una muestra de 287 normalistas se realizó un estudio descriptivo-inferencial, de carácter transversal, con validez y fiabilidad que aportó garantía de confiabilidad al instrumento. La indagación reveló la estrecha vinculación entre la acción, las actitudes y los valores. También mostró el sentido de compromiso ético y necesidad de acoger a los menores, pero no determinado por un sentido ético definido por la realidad ontológica, sino por la realidad “ética” determinada por vanguardias sociales del momento. Se observaron diferencias significativas atendiendo a la edad, respecto a la importancia de la creatividad, acompañamiento de los alumnos o los compromisos que define el sentido ético. Se concluye en el papel relevante de la actitud como refuerzo del ejercicio del juicio moral docente, así como la necesidad de fortalecer el reconocimiento del rol social y ético de los educadores en la sociedad en la que se desenvuelven.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"57 1","pages":"33-39"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89313409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.87-92
Heike Fischer, M. Martínez
Spanish universities are based on face-to-face teaching. However, the COVID-19 pandemic has forced the classes to get restructured and get their teaching methodologies adapted to other methodologies that would ensure a proper learning process. This article provides a description of the academic context and the activities carried out to adjust the face-to-face English teaching to a distance teaching, analyzing the courses Inglés II (384 students) and Inglés IV (218 students). The present teaching experience here presented shows good performance with more gamified, more interactive, and less conventional exercises. These results are related to the transversal nature of the courses within the different studies offered by the University, given that these activities mentioned previously lead to greater motivation
{"title":"La docencia a distancia del inglés: una experiencia didáctica en la universidad","authors":"Heike Fischer, M. Martínez","doi":"10.17811/msg.32.1.2020.87-92","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.87-92","url":null,"abstract":"Spanish universities are based on face-to-face teaching. However, the COVID-19 pandemic has forced the classes to get restructured and get their teaching methodologies adapted to other methodologies that would ensure a proper learning process. This article provides a description of the academic context and the activities carried out to adjust the face-to-face English teaching to a distance teaching, analyzing the courses Inglés II (384 students) and Inglés IV (218 students). The present teaching experience here presented shows good performance with more gamified, more interactive, and less conventional exercises. These results are related to the transversal nature of the courses within the different studies offered by the University, given that these activities mentioned previously lead to greater motivation","PeriodicalId":100881,"journal":{"name":"Magister","volume":"177 1","pages":"87-92"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76436368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.49-54
Susana Carnero-Sierra, Eduardo González-Cabañes
Introduction. The Problem-solving before Instruction Approach (PS-I) was applied to the teaching of attentional models in the subject of Psychology of Attention. The approach responded to the need of adapting to the online classes during the confinement generated by the health crisis. This pedagogical approach makes students participate in the learning process, especially complicated within the teaching of selective attention models. Methodology. Before the instruction about models of attention, from the moodle of the course students were asked to solve a problem in which they had to invent their own models of attention. At the end of this activity, students were asked to report the emotions they had experienced during it. Their level of participation and their performance in the activity were also evaluated. Results. Students showed a remarkably high participation, as well as quality and variety in the solutions provided to the problem. Most showed a mature use of specific terminology. Conclusions. The PS-I promoted a good understanding of the subject and a high involvement of students in the learning process, enriching the format of non-face-to-face
{"title":"Resolución de Problemas Previo a Instrucción, aplicado al aprendizaje online de Modelos de Atención Selectiva","authors":"Susana Carnero-Sierra, Eduardo González-Cabañes","doi":"10.17811/msg.32.1.2020.49-54","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.49-54","url":null,"abstract":"Introduction. The Problem-solving before Instruction Approach (PS-I) was applied to the teaching of attentional models in the subject of Psychology of Attention. The approach responded to the need of adapting to the online classes during the confinement generated by the health crisis. This pedagogical approach makes students participate in the learning process, especially complicated within the teaching of selective attention models. Methodology. Before the instruction about models of attention, from the moodle of the course students were asked to solve a problem in which they had to invent their own models of attention. At the end of this activity, students were asked to report the emotions they had experienced during it. Their level of participation and their performance in the activity were also evaluated. Results. Students showed a remarkably high participation, as well as quality and variety in the solutions provided to the problem. Most showed a mature use of specific terminology. Conclusions. The PS-I promoted a good understanding of the subject and a high involvement of students in the learning process, enriching the format of non-face-to-face","PeriodicalId":100881,"journal":{"name":"Magister","volume":"38 1","pages":"49-54"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77332398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.122-128
Rocío Blanco Somolinos, J. G. Fernández
In this work we present an assessment test used at university level to evaluate practical knowledge in Mathematics, during the period of online teaching due to the pandemic caused by coronavirus. Synchronously, students should make a video recording showing how they perform the proposed tasks and upload it to the OneDrive platform to share the link with the teacher. The time available for the execution of the test is tight, in order to avoid its fraudulent realization. The academic performance of students in this experience has been satisfactory, analogous to that obtained in previous courses. At the end of the course, a satisfaction questionnaire was provided, which only one third of the participants have completed. The results of the questionnaire show that the lack of technical knowledge of the students, and the tightness of the time, have increased the nervousness of the students, so they do not think it is a good way to evaluate practical skills and prefer to perform other types of tests where they do not have to record videos. It would be desirable to encourage the use of ICT in the learning process, so that students were more familiar in advance with this type of resources.
{"title":"Diseño de una prueba de evaluación para evaluar conocimientos prácticos en Matemáticas","authors":"Rocío Blanco Somolinos, J. G. Fernández","doi":"10.17811/msg.32.1.2020.122-128","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.122-128","url":null,"abstract":"In this work we present an assessment test used at university level to evaluate practical knowledge in Mathematics, during the period of online teaching due to the pandemic caused by coronavirus. Synchronously, students should make a video recording showing how they perform the proposed tasks and upload it to the OneDrive platform to share the link with the teacher. The time available for the execution of the test is tight, in order to avoid its fraudulent realization. The academic performance of students in this experience has been satisfactory, analogous to that obtained in previous courses. At the end of the course, a satisfaction questionnaire was provided, which only one third of the participants have completed. The results of the questionnaire show that the lack of technical knowledge of the students, and the tightness of the time, have increased the nervousness of the students, so they do not think it is a good way to evaluate practical skills and prefer to perform other types of tests where they do not have to record videos. It would be desirable to encourage the use of ICT in the learning process, so that students were more familiar in advance with this type of resources.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"29 1","pages":"122-128"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90879843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.97-101
B. Sánchez-Barbero, M. García, J. Sánchez, M. R. Sanchez, David Muelas
The situation generated by the pandemic declared in March 2020 led to a transformation of education developed in face-to-face contexts to virtual. Here is a design experience with future teachers of Preschool and Primary Education whose objective is to develop comics as a teaching resource. For this, the students are distributed in pairs and make a comic to introduce, explain or reinforce the selected mathematical content. The experimentation carried out shows as a result a variety of contexts, often relating them to other subjects such as history. Furthermore, student motivation increased compared to the usual way of working. All this, together with the ability of students to abstract when working mathematics from the comic, makes this resource a useful one to keep in mind in mathematics classrooms.
{"title":"Elaborando cómics en tiempo de confinamiento para aprender matemáticas en Educación Infantil y Primaria","authors":"B. Sánchez-Barbero, M. García, J. Sánchez, M. R. Sanchez, David Muelas","doi":"10.17811/msg.32.1.2020.97-101","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.97-101","url":null,"abstract":"The situation generated by the pandemic declared in March 2020 led to a transformation of \u0000education developed in face-to-face contexts to virtual. Here is a design experience with \u0000future teachers of Preschool and Primary Education whose objective is to develop comics as \u0000a teaching resource. For this, the students are distributed in pairs and make a comic to \u0000introduce, explain or reinforce the selected mathematical content. The experimentation \u0000carried out shows as a result a variety of contexts, often relating them to other subjects such \u0000as history. Furthermore, student motivation increased compared to the usual way of working. \u0000All this, together with the ability of students to abstract when working mathematics from the \u0000comic, makes this resource a useful one to keep in mind in mathematics classrooms.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"77 1","pages":"97-101"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82840059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.40-48
Diana Hidalgo-Moncada, Javier Díez-Palomar, Yuly Marsela Vanegas Muñoz
During the last months, education has been affected by a series of sudden changes due to the Covid-19 pandemic, such as going from face-to-face to virtual teaching, which has been a great challenge for those who were not prepared in this scope. The above situation has led teacher training programs to adapt on the fly and to prepare various study materials trying to carry out a process like that carried out in person. However, this has caused an overload of work for both students and teachers, both seeing the need of use self-regulation tools that help them with the organization and planning of their classes. In this article, we show, on the one hand, the reflection of a teacher in charge of the training of Primary Education teachers in the current context, and on the other hand, we propose a series of practices that allow to promote self-regulated learning of mathematics
{"title":"Formación de maestros de educación primaria en el contexto de confinamiento. La importancia del aprendizaje autorregulado en las matemáticas","authors":"Diana Hidalgo-Moncada, Javier Díez-Palomar, Yuly Marsela Vanegas Muñoz","doi":"10.17811/msg.32.1.2020.40-48","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.40-48","url":null,"abstract":"During the last months, education has been affected by a series of sudden changes due to the \u0000Covid-19 pandemic, such as going from face-to-face to virtual teaching, which has been a \u0000great challenge for those who were not prepared in this scope. The above situation has led \u0000teacher training programs to adapt on the fly and to prepare various study materials trying to \u0000carry out a process like that carried out in person. However, this has caused an overload of \u0000work for both students and teachers, both seeing the need of use self-regulation tools that \u0000help them with the organization and planning of their classes. In this article, we show, on the \u0000one hand, the reflection of a teacher in charge of the training of Primary Education teachers \u0000in the current context, and on the other hand, we propose a series of practices that allow to \u0000promote self-regulated learning of mathematics","PeriodicalId":100881,"journal":{"name":"Magister","volume":"36 1","pages":"40-48"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81052855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.111-121
Antonio Torralba-Burrial
La situación generada por la pandemia de la COVID-19 ha supuesto un cambio global en la sociedad, que ha tenido que confinarse y reestructurar los procesos de enseñanza-aprendizaje en todos los niveles educativos. Interrumpida la docencia presencial, se ha analizado la situación con el alumnado de la asignatura de Conocimiento el entorno natural y cultural, del Grado en Maestro en Educación Infantil, con el fin de diseñar un proceso de evaluación en línea que permitiera una correcta evaluación de las competencias y resultados de aprendizaje de la asignatura, al tiempo que diera respuesta a la situación, general y particular, en la que se encontraba el alumnado. Se analiza el distinto patrón de seguimiento en línea de la asignatura, comparado con el curso anterior, las percepciones el alumnado sobre su situación y resultados alcanzados durante el curso, así como las posibles soluciones a su problemática.
{"title":"Afrontando con el alumnado la evaluación online de una didáctica del medio natural en tiempos de la COVID-19","authors":"Antonio Torralba-Burrial","doi":"10.17811/msg.32.1.2020.111-121","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.111-121","url":null,"abstract":"La situación generada por la pandemia de la COVID-19 ha supuesto un cambio global en la sociedad, que ha tenido que confinarse y reestructurar los procesos de enseñanza-aprendizaje en todos los niveles educativos. Interrumpida la docencia presencial, se ha analizado la situación con el alumnado de la asignatura de Conocimiento el entorno natural y cultural, del Grado en Maestro en Educación Infantil, con el fin de diseñar un proceso de evaluación en línea que permitiera una correcta evaluación de las competencias y resultados de aprendizaje de la asignatura, al tiempo que diera respuesta a la situación, general y particular, en la que se encontraba el alumnado. Se analiza el distinto patrón de seguimiento en línea de la asignatura, comparado con el curso anterior, las percepciones el alumnado sobre su situación y resultados alcanzados durante el curso, así como las posibles soluciones a su problemática.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"7 1","pages":"111-121"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87806663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.80-86
Agnese Del Zozzo, Marzia Garzetti, G. Santi
Esta investigación tiene como objetivo estudiar el papel que la experiencia del confinamiento, debido a la Covid-19, ha tenido en los procesos de enseñanza y aprendizaje de las Matemáticas. Esta situación impredecible ha forzado la deconstrucción de las prácticas de enseñanza comunes y esta investigación es un intento para comprender cómo se han ido estructurando las prácticas de aprendizaje a distancia de Matemática durante el encierro y, también, entender qué rol podrían tener en este período y otros estudios relacionados para las prácticas futuras. El objetivo principal del estudio, enmarcado en el método de la Grounded Theory, es dar forma a las dimensiones del proceso de deconstrucción causado por el uso de las tecnologías digitales, con el fin de comprender mejor la enseñanza a distancia durante el período de emergencia y hacer frente a las necesidades posteriores a la Covid-19 relacionadas con la enseñanza de las matemáticas de manera más estructurada.
{"title":"Modelando la deconstrucción digital: enseñanza y aprendizaje de las matemáticas durante el encierro","authors":"Agnese Del Zozzo, Marzia Garzetti, G. Santi","doi":"10.17811/msg.32.1.2020.80-86","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.80-86","url":null,"abstract":"Esta investigación tiene como objetivo estudiar el papel que la experiencia del confinamiento, debido a la Covid-19, ha tenido en los procesos de enseñanza y aprendizaje de las Matemáticas. Esta situación impredecible ha forzado la deconstrucción de las prácticas de enseñanza comunes y esta investigación es un intento para comprender cómo se han ido estructurando las prácticas de aprendizaje a distancia de Matemática durante el encierro y, también, entender qué rol podrían tener en este período y otros estudios relacionados para las prácticas futuras. El objetivo principal del estudio, enmarcado en el método de la Grounded Theory, es dar forma a las dimensiones del proceso de deconstrucción causado por el uso de las tecnologías digitales, con el fin de comprender mejor la enseñanza a distancia durante el período de emergencia y hacer frente a las necesidades posteriores a la Covid-19 relacionadas con la enseñanza de las matemáticas de manera más estructurada.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"410 1","pages":"80-86"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79874084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.17811/msg.32.1.2020.1-8
Carme Pinya Medina, Begoña de la Iglesia Mayol, S. V. Gelabert, Maria Rosa Rosselló Ramón
El estudio pretende dar a conocer el diseño y la aplicación de un proyecto de tutorización del Trabajo de Fin de Grado donde el feedback es objeto de un análisis en el que participan 9 profesores de la Facultad de Educación de la Universidad de las Islas Baleares y 58 alumnos del grado de Maestro en Educación Infantil y Primaria. Se utilizan dos instrumentos: un cuestionario destinado al profesorado y al alumnado; y, el análisis de contenido del feedback virtual facilitado por los tutores.
{"title":"Diseño, aplicación y valoración del feedback formativo para la tutorización del TFG","authors":"Carme Pinya Medina, Begoña de la Iglesia Mayol, S. V. Gelabert, Maria Rosa Rosselló Ramón","doi":"10.17811/msg.32.1.2020.1-8","DOIUrl":"https://doi.org/10.17811/msg.32.1.2020.1-8","url":null,"abstract":"El estudio pretende dar a conocer el diseño y la aplicación de un proyecto de tutorización del Trabajo de Fin de Grado donde el feedback es objeto de un análisis en el que participan 9 profesores de la Facultad de Educación de la Universidad de las Islas Baleares y 58 alumnos del grado de Maestro en Educación Infantil y Primaria. Se utilizan dos instrumentos: un cuestionario destinado al profesorado y al alumnado; y, el análisis de contenido del feedback virtual facilitado por los tutores.","PeriodicalId":100881,"journal":{"name":"Magister","volume":"1 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89673218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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