J. Fort, Iolanda Montero Plaza, Carles Vernet Saureu
espanolLa educacion espanola tiene altas tasas de fracaso y abandono escolar; teniendo consecuencias negativas parala integracion y adaptacion futura de los jovenes a las sociedades avanzadas. Demasiadas familias y alumnos tienen una deficiente orientacion educativa y solamente contemplan, finalizados los estudios de secundaria, el bachilleratoy despues la universidad; sin plantearse los itinerarios de la formacion profesional de grado medio y superior.En la investigacion se presentan datos cuantitativos oficiales y entrevistas a personas conocedoras de la tematica. El abandono educativo prematuro limita el desarrollo vital y profesional de los individuos; por este motivo, se deberia mejorar y personalizar la orientacion educativa de los alumnos durante la etapa de secundaria obligatoria. EnglishSpanish education has high rates of failure and dropout; having negative consequences for the integration and future adaptation of young people to advanced societies. Toomany families and students have a poor educational orientation and only consider, after completing secondary school, the baccalaureate and then university; without considering the itineraries of middle and higher vocational training.The research presentsofficial quantitative data and interviews with people familiar with the topic. Early school leaving limits the life and professional development of individuals; therefore, the educational orientation of students should be improved and personalized.
{"title":"Limitaciones de la orientación educativa hacia el bachillerato y la universidad. ¿Y si la solución fuese la formación profesional?","authors":"J. Fort, Iolanda Montero Plaza, Carles Vernet Saureu","doi":"10.23824/ASE.V0I35.690","DOIUrl":"https://doi.org/10.23824/ASE.V0I35.690","url":null,"abstract":"espanolLa educacion espanola tiene altas tasas de fracaso y abandono escolar; teniendo consecuencias negativas parala integracion y adaptacion futura de los jovenes a las sociedades avanzadas. Demasiadas familias y alumnos tienen una deficiente orientacion educativa y solamente contemplan, finalizados los estudios de secundaria, el bachilleratoy despues la universidad; sin plantearse los itinerarios de la formacion profesional de grado medio y superior.En la investigacion se presentan datos cuantitativos oficiales y entrevistas a personas conocedoras de la tematica. El abandono educativo prematuro limita el desarrollo vital y profesional de los individuos; por este motivo, se deberia mejorar y personalizar la orientacion educativa de los alumnos durante la etapa de secundaria obligatoria. EnglishSpanish education has high rates of failure and dropout; having negative consequences for the integration and future adaptation of young people to advanced societies. Toomany families and students have a poor educational orientation and only consider, after completing secondary school, the baccalaureate and then university; without considering the itineraries of middle and higher vocational training.The research presentsofficial quantitative data and interviews with people familiar with the topic. Early school leaving limits the life and professional development of individuals; therefore, the educational orientation of students should be improved and personalized.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123649685","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}
Silvia Anzano Oto, S. V. Toledo, C. Cosculluela, Marta Liesa Orús
espanolLa sociedad es cada vez mas digital y tecnologica, y por lo tanto las redes sociales se convierten en una herramienta cotidiana. Por este motivo, se realizaun estudio que pretende analizar el uso personal que hacen los futuros docentes de las redes sociales. La muestra la conforman 145 estudiantes universitarios del Grado en Magisterio. Entre los resultados se observa que WhatsApp y Facebook son las redes sociales destacadas en cuanto a la cantidad de registros en ellas, detectandose diferencias en el sexo de sus usuarios, pero no en relacion a la formacion. Aunque, en cuanto a la frecuencia predominante de uso de estas redes hay variaciones al estudiar ambas variables. La mayoria de las mujeres las usa mas de una hora diaria mientras que los hombres tienden a utilizarlas menos de una hora al dia para publicar, informarse o chatear. Entre las principales conclusiones, resenar que los estudiantes del Grado en Magisterio utilizan principalmente las redes sociales para comunicarse, reduciendo asi o sustituyendo las interacciones en persona.Estas herramientas permiten, no obstante, estar en contacto continuo con los demas debido a su accesibilidad. Ambas posturas conducen a una necesaria reflexion sobre las ventajas, usos y riesgos entre los jovene EnglishSociety is becoming even more digital and technological, consequently social networks are an everyday tool. In this context, a study has been done in order toanalyse the use of social networks by the coming promotions of teachers. The sample consist in145 under-graduate students from the degree in teaching. Analysing the resultsit can be observed that WhatsApp and Facebook are thepredominant ones regarding the numer of registred users, with some differences in terms of the user gender but not in terms of training. Nevertheless, in terms of frequency of use there are differences when considering gender and training.Women use social networks more than an hour a day while men use it less than an hour a day,to post, get information or chat. To conclude, under-graduate students from thedegree in teaching use social networks to talk with others, decreasing or even supressing the personal interaction. These tools allow us to be permanently connected due to their straightforwardaccessibility.These results,indeed, lead to a reflection on the advantages, uses and risks among young people
{"title":"Futuros docentes y redes sociales: usos e implicaciones según sexo y formación","authors":"Silvia Anzano Oto, S. V. Toledo, C. Cosculluela, Marta Liesa Orús","doi":"10.23824/ASE.V0I33.670","DOIUrl":"https://doi.org/10.23824/ASE.V0I33.670","url":null,"abstract":"espanolLa sociedad es cada vez mas digital y tecnologica, y por lo tanto las redes sociales se convierten en una herramienta cotidiana. Por este motivo, se realizaun estudio que pretende analizar el uso personal que hacen los futuros docentes de las redes sociales. La muestra la conforman 145 estudiantes universitarios del Grado en Magisterio. Entre los resultados se observa que WhatsApp y Facebook son las redes sociales destacadas en cuanto a la cantidad de registros en ellas, detectandose diferencias en el sexo de sus usuarios, pero no en relacion a la formacion. Aunque, en cuanto a la frecuencia predominante de uso de estas redes hay variaciones al estudiar ambas variables. La mayoria de las mujeres las usa mas de una hora diaria mientras que los hombres tienden a utilizarlas menos de una hora al dia para publicar, informarse o chatear. Entre las principales conclusiones, resenar que los estudiantes del Grado en Magisterio utilizan principalmente las redes sociales para comunicarse, reduciendo asi o sustituyendo las interacciones en persona.Estas herramientas permiten, no obstante, estar en contacto continuo con los demas debido a su accesibilidad. Ambas posturas conducen a una necesaria reflexion sobre las ventajas, usos y riesgos entre los jovene EnglishSociety is becoming even more digital and technological, consequently social networks are an everyday tool. In this context, a study has been done in order toanalyse the use of social networks by the coming promotions of teachers. The sample consist in145 under-graduate students from the degree in teaching. Analysing the resultsit can be observed that WhatsApp and Facebook are thepredominant ones regarding the numer of registred users, with some differences in terms of the user gender but not in terms of training. Nevertheless, in terms of frequency of use there are differences when considering gender and training.Women use social networks more than an hour a day while men use it less than an hour a day,to post, get information or chat. To conclude, under-graduate students from thedegree in teaching use social networks to talk with others, decreasing or even supressing the personal interaction. These tools allow us to be permanently connected due to their straightforwardaccessibility.These results,indeed, lead to a reflection on the advantages, uses and risks among young people","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122156897","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}
espanolLa suspension de la actividad docente presencial, derivada de la crisis sanitaria ocasionada por laCOVID-19, ha tenido como consecuencia directa que las distintasAdministraciones educativas dirijan su mirada hacia la ensenanza a distancia. Principalmente, por la posibilidad de permitir compatibilizarla prevencion de la enfermedad con mantener una relacion interpersonal con el alumnadolo mas cercana posible. En este contexto, la utilizacion de distintas plataformas educativasse ha vuelto imprescindible y con ello la necesidad de trabajar con datos personalesde todos los intervinientes en el proceso, convirtiendo la seguridad y proteccion de los datosen una preocupacion de instituciones y gobiernosque debe ser gestionada desde todos los ambitos. El presente articulo tiene como finalidad hacer visible algunos de los aspectos mas complejosy relevantes en el tratamiento de datos personalespor parte de lasplataformas para el aprendizaje en linea, asi como determinar aquellas actuaciones de la Administracion o de los centros educativos que se deben seguir para una mejor proteccion delos usuarios, de conformidad con los derechos y obligaciones que impone la normativavigente. Para ello, y a modo de ejemplificacion, se analizan dos de las plataformasmas ampliamente utilizadas por el profesoradoy alumnado espanol:G Suite for Educationy Microsoft 365 Education EnglishThe suspension of face-to-face teaching activity, derived from the health crisis caused by COVID-19, had as a direct consequence that the different educational Administrations turned their eyes towards distance learning. Mainly, due to the possibility of making the prevention of the disease compatible with maintaining an interpersonal relationship with the students as closely as possible. In this context, the use of different educational platforms has become essential and with it the need to work with personal data of all those involved in the process, making the security and protection of data a concern of institutions and governmentsthat should be managed from all ambits involved.The purpose of this article is to make visible some of the most complex and relevant aspects in the treatment of personal data by online learning platforms, as well as to determine those actions by the Administration or educational centers that must be followedfor better protection of users, in accordance with the rights and obligations imposed by current regulations. For this, and as an example, two of the platforms most widely used by Spanish teachers and students are analyzed: G Suite for Education and Microsoft 365 Education
由于新冠肺炎疫情造成的健康危机，课堂教学活动的暂停，直接导致不同的教育管理部门将注意力转向远程教学。主要是因为有可能使疾病预防与与学生保持尽可能密切的人际关系相协调。在此背景下,不同平台educativasse utilizacion已变得至关重要,这需要工作personalesde进程所有参与方,转化为数据安全保护机构datosen一个专注gobiernosque管理必须从各个ambitos。本文章的宗旨是让更多相关complejosy在一些方面数据处理personalespor lasplataformas网上学习的一部分,就是确定那些行政的记录或教育机构必须为了更好地解雇保护用户,按照权利和义务规定normativavigente。为此,ejemplificacion,分析了两个plataformasmas广泛用于学生profesoradoy西班牙:G Suite Educationy Microsoft 365教育暂停EnglishThe 50% face-to-face activity,毁坏健康危机所造成的损害COVID-19,为此as a direct本不同教育Administrations转他们的眼睛towards the distance learning。主要是因为有可能使疾病预防与尽可能与学生保持密切的人际关系相协调。In this context, the use of不同教育platforms曾经and with it the”,所有的那些新闻采访需要个人to work with data In the process, making the security and protection of data的各个机构的关注和governmentsthat应当managed from all ambits新闻采访。本说明的目的是条可见is trying to make some of The most complex和有关aspects in个人待遇的data by online learning platforms, as well as to确定那些actions by The Administration or教育centers,更好followedfor protection of users,依法赋予的权利和义务由目前的条例。例如，本文分析了西班牙教师和学生最广泛使用的两个平台:G Suite For Education和Microsoft 365 Education。
{"title":"Plataformas para el aprendizaje en línea: La protección de datos en el ámbito educativo","authors":"J. M. Delgado","doi":"10.23824/ASE.V0I33.680","DOIUrl":"https://doi.org/10.23824/ASE.V0I33.680","url":null,"abstract":"espanolLa suspension de la actividad docente presencial, derivada de la crisis sanitaria ocasionada por laCOVID-19, ha tenido como consecuencia directa que las distintasAdministraciones educativas dirijan su mirada hacia la ensenanza a distancia. Principalmente, por la posibilidad de permitir compatibilizarla prevencion de la enfermedad con mantener una relacion interpersonal con el alumnadolo mas cercana posible. En este contexto, la utilizacion de distintas plataformas educativasse ha vuelto imprescindible y con ello la necesidad de trabajar con datos personalesde todos los intervinientes en el proceso, convirtiendo la seguridad y proteccion de los datosen una preocupacion de instituciones y gobiernosque debe ser gestionada desde todos los ambitos. El presente articulo tiene como finalidad hacer visible algunos de los aspectos mas complejosy relevantes en el tratamiento de datos personalespor parte de lasplataformas para el aprendizaje en linea, asi como determinar aquellas actuaciones de la Administracion o de los centros educativos que se deben seguir para una mejor proteccion delos usuarios, de conformidad con los derechos y obligaciones que impone la normativavigente. Para ello, y a modo de ejemplificacion, se analizan dos de las plataformasmas ampliamente utilizadas por el profesoradoy alumnado espanol:G Suite for Educationy Microsoft 365 Education EnglishThe suspension of face-to-face teaching activity, derived from the health crisis caused by COVID-19, had as a direct consequence that the different educational Administrations turned their eyes towards distance learning. Mainly, due to the possibility of making the prevention of the disease compatible with maintaining an interpersonal relationship with the students as closely as possible. In this context, the use of different educational platforms has become essential and with it the need to work with personal data of all those involved in the process, making the security and protection of data a concern of institutions and governmentsthat should be managed from all ambits involved.The purpose of this article is to make visible some of the most complex and relevant aspects in the treatment of personal data by online learning platforms, as well as to determine those actions by the Administration or educational centers that must be followedfor better protection of users, in accordance with the rights and obligations imposed by current regulations. For this, and as an example, two of the platforms most widely used by Spanish teachers and students are analyzed: G Suite for Education and Microsoft 365 Education","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124214187","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}
espanolLa presente aportacion se plantea la incidencia que las sucesivas reformas educativas realizadas en Espana han tenido sobre los procesos organizativos y de gestion institucional. Clarificado el sentido de ambos terminos y su relacion con la politica y administracion de la educacion, se analiza la realidad de la autonomia institucional como condicion de entrada y de los condicionantes de proceso (proyectos institucionales, direccion escolar y mejora permanente). Se concluye que los niveles de autonomia real han ido disminuyendo y que los condicionantes de proceso han quedado limitados por la razon anterior y por el cambio constante de normativas y bandazos en su orientacion. La organizacion sigue siendo asi una apuesta pendiente y la gestion queda circunscrita solo y exclusivamente al cumplimiento de la normativa externa EnglishThis contribution is based on the impact that the successive educational reforms carried out in Spain have had on the organizational and institutional management processes. Once both terms and their relationship with the politics and administration of education have been clarified, we analyze the reality of institutional autonomy as a starting point, and the conditioning factors affecting the process (institutional projects, school management and continuous improvement). We conclude that the levels of real autonomy have been decreasing and the conditioning factors affecting the process have been limited because of the previous reason and by the continued regulations changes and setbacks in their orientation. The organization is still a pending subject and the management is limited to the compliance with external regulations
{"title":"La organización y gestión de centros educativos: ¿una apuesta pendiente?","authors":"J. G. Sallán","doi":"10.23824/ASE.V0I33.682","DOIUrl":"https://doi.org/10.23824/ASE.V0I33.682","url":null,"abstract":"espanolLa presente aportacion se plantea la incidencia que las sucesivas reformas educativas realizadas en Espana han tenido sobre los procesos organizativos y de gestion institucional. Clarificado el sentido de ambos terminos y su relacion con la politica y administracion de la educacion, se analiza la realidad de la autonomia institucional como condicion de entrada y de los condicionantes de proceso (proyectos institucionales, direccion escolar y mejora permanente). Se concluye que los niveles de autonomia real han ido disminuyendo y que los condicionantes de proceso han quedado limitados por la razon anterior y por el cambio constante de normativas y bandazos en su orientacion. La organizacion sigue siendo asi una apuesta pendiente y la gestion queda circunscrita solo y exclusivamente al cumplimiento de la normativa externa EnglishThis contribution is based on the impact that the successive educational reforms carried out in Spain have had on the organizational and institutional management processes. Once both terms and their relationship with the politics and administration of education have been clarified, we analyze the reality of institutional autonomy as a starting point, and the conditioning factors affecting the process (institutional projects, school management and continuous improvement). We conclude that the levels of real autonomy have been decreasing and the conditioning factors affecting the process have been limited because of the previous reason and by the continued regulations changes and setbacks in their orientation. The organization is still a pending subject and the management is limited to the compliance with external regulations","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122802978","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}
LA INSPECCION EDUCATIVA. UNA MIRADA DESDE LA EXPERIENCIA.Author: Manuel Torres Vizcaya Publishing house: La Muralla Collection: Aula abierta First edition: 2019. Paper format. Soft cover 15 x 21,5 cm. 249 pagesLegal deposit M-11.848-2019 I.S.B.N.: 978-84-7133-838-9 Author of the review:Fernando Faci LuciaEducation Inspector Ret. , Zaragoza
{"title":"Reseña del libro \"La inspección educativa. Una mirada desde la experiencia\" de Manuel Torres Vizcaya","authors":"Fernando Faci Lucia","doi":"10.23824/ASE.V0I31.658","DOIUrl":"https://doi.org/10.23824/ASE.V0I31.658","url":null,"abstract":"LA INSPECCION EDUCATIVA. UNA MIRADA DESDE LA EXPERIENCIA.Author: Manuel Torres Vizcaya Publishing house: La Muralla Collection: Aula abierta First edition: 2019. Paper format. Soft cover 15 x 21,5 cm. 249 pagesLegal deposit M-11.848-2019 I.S.B.N.: 978-84-7133-838-9 Author of the review:Fernando Faci LuciaEducation Inspector Ret. , Zaragoza","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123306475","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}
espanolLa autonomia de los centros educativos ha tenido un largo recorrido en las sucesivas leyes de educacion en nuestro contexto y persiste en el tiempo como incuestionable. Es necesario, pues, determinar la evolucion y el sentido de la autonomia que actualmente se impulsa en los centros educativos, las medidas que se aplican para su desarrollo, sus efectos, y el fin ultimo que persiguen. Constituye una cuestion controvertida que afecta al funcionamiento de los sistemas educativos en un mundo globalizado, pero que es necesario plantear y debatir, sobre todo cuando se sigue insistiendo en la necesidad de un pacto educativo en este pais, con una nueva ley de educacion, que permita resolver el dificil equilibrio entre la eficiencia y la equidad EnglishSchool autonomy has had a long history in the successive laws of education in our context and it persists in time as unquestionable. It is necessary, therefore, to determine the evolution and the meaning of school autonomy that is currently being promoted in schools, the measures that are applied to their development, their effects, and the ultimate goal they pursue. Being a controversial issue that affects the functioning of different education systems in a globalized world, it is necessary to raise, and debate, especially when we need an education pact in this country, with a new education law, which allows us to resolve the difficult balance between efficiency and equity
在我们的背景下，西班牙教育中心的自治在连续的教育法中有着悠久的历史，并在时间上毫无疑问地持续存在。因此，有必要确定目前在学校中推动的自治的演变和方向，为其发展所采取的措施，其效果和它们所追求的最终目标。是一项有争议的问题,影响教育系统运行在一个全球化的世界,但是需要提出和讨论,尤其是当继续强调需要采取一项协议教育在这个国家,与新法,以解决教育难以兼顾效率和公平EnglishSchool autonomy了长期our history in the successive法律教育背景和persists it in time as unquestionable。因此，有必要确定目前在学校中推广的学校自治的演变和意义、适用于学校发展的措施、学校的效果以及学校所追求的最终目标。由于这是一个有争议的问题，影响到全球化世界中不同教育制度的运作，因此有必要提高和讨论这一问题，特别是当我们需要在这个国家缔结一项教育协定，制定一项新的教育法，使我们能够解决效率与公平之间的困难平衡时。
{"title":"Evolución y sentido de la autonomía de los centros educativos","authors":"Francisco J. Cuadrado Muñoz","doi":"10.23824/ASE.V0I31.630","DOIUrl":"https://doi.org/10.23824/ASE.V0I31.630","url":null,"abstract":"espanolLa autonomia de los centros educativos ha tenido un largo recorrido en las sucesivas leyes de educacion en nuestro contexto y persiste en el tiempo como incuestionable. Es necesario, pues, determinar la evolucion y el sentido de la autonomia que actualmente se impulsa en los centros educativos, las medidas que se aplican para su desarrollo, sus efectos, y el fin ultimo que persiguen. Constituye una cuestion controvertida que afecta al funcionamiento de los sistemas educativos en un mundo globalizado, pero que es necesario plantear y debatir, sobre todo cuando se sigue insistiendo en la necesidad de un pacto educativo en este pais, con una nueva ley de educacion, que permita resolver el dificil equilibrio entre la eficiencia y la equidad EnglishSchool autonomy has had a long history in the successive laws of education in our context and it persists in time as unquestionable. It is necessary, therefore, to determine the evolution and the meaning of school autonomy that is currently being promoted in schools, the measures that are applied to their development, their effects, and the ultimate goal they pursue. Being a controversial issue that affects the functioning of different education systems in a globalized world, it is necessary to raise, and debate, especially when we need an education pact in this country, with a new education law, which allows us to resolve the difficult balance between efficiency and equity","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122710961","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}
espanolEl contenido del presente articulo de opinion fue objeto de una comunicacion presentada por el autor en el X Congreso de ADIDE – Andalucia (Granada, 14 de marzo de 2019). Partiendo de la observacion fruto del trabajo de supervision del autor como Inspector de Educacion en los ultimos diez anos (2008-2018) con especial atencion a la Primera Lengua Extranjera (Ingles) y de su contraste con las principales conclusiones del Informe de Gestion, Competencias y Organizacion de la Educacion Bilingue en Andalucia (AGAEVE/UPO, 2019), el objetivo del presente articulo es abrir el debate a la comunidad educativa al tiempo que realizar propuestas concretas para mejorar el nivel de competencia comunicativa de la ciudadania en lengua extranjera (Ingles). Aunque las propuestas van dirigidas a la Administracion educativa de nuestra comunidad autonoma de Andalucia entendemos que estas pueden ser de interes general, al tiempo que detallamos la intervencion del Servicio de Inspeccion de Educacion en las mismas EnglishThe content of this opinion piece was presented at X ADIDE – Andalucia Congress (Granada-Spain) on March 14, 2019). For the time being an Education Inspector (2008-nowadays), the author has had so many opportunities of supervising the acquisition of English as a second language (L2) at Secondary Schools in Andalusia, Spain. The recent report conclusions from AGAEVE and ‘Pablo de Olavide’ University (Seville, Spain) on Bilingual Education in Andalusia (AGAEVE/UPO, Francisco Lorenzo, 2019) is brought about together with the author’s point of view as an Education supervisor. By means of a number of specific proposals, which may also be considered of general interest by Education authorities and Education Inspectorate at the same time, the article now intends to open the debate over what to the author seems to be some unresolved challenges for the improvement of learning, teaching and assessment of the L2 language in Secondary Education in the self-governed community of Andalusia, Spain
这篇意见文章的内容是作者在第十届ADIDE - Andalucia大会(格拉纳达，2019年3月14日)上提交的一份来文的主题。根据提交人的工作监督observacion水果作为督察,相信我,在过去的十多年(2008 - 2018),其中特别注意第一外语(英语)和对比报告中的主要结论管理、技能和组织的双语教育在安达卢西亚(AGAEVE / UPO、2019)本文的目的是向教育界开放辩论，同时提出具体的建议，以提高公民的外语(英语)交际能力水平。虽然他们的建议是写给autonoma社会教育行政的安达卢西亚,我们认为这些可能的兴趣,同时诺附件总Inspeccion和相同的教育服务EnglishThe content of this was,一块在X ADIDE—安达卢西亚国会(Granada-Spain) on March 14、2019)。在担任教育督察期间(2008年至今)，提交人有很多机会监督西班牙安达卢西亚中学英语作为第二语言(L2)的习得。AGAEVE和“Pablo de Olavide”大学(西班牙塞维利亚)最近关于安达卢西亚双语教育的报告结论(AGAEVE/UPO, Francisco Lorenzo, 2019)与作者的观点作为教育监督者一起提出。By means of a number of具体建议,which may也被视为Inspectorate of general interest By教育机关和教育at the same time, the条now听证会to open the over what to提交人辩论似乎to be some unresolved挑战for the改进学习、教学和中学教育中的二级assessment of the language in the community of Andalusia self-governed, Spain
{"title":"La Inspección de Educación ante los retos pendientes para la mejora del aprendizaje, la enseñanza y la evaluación de la primera lengua extranjera en la Educación Secundaria en Andalucía","authors":"J. Molero","doi":"10.23824/ASE.V0I31.650","DOIUrl":"https://doi.org/10.23824/ASE.V0I31.650","url":null,"abstract":"espanolEl contenido del presente articulo de opinion fue objeto de una comunicacion presentada por el autor en el X Congreso de ADIDE – Andalucia (Granada, 14 de marzo de 2019). Partiendo de la observacion fruto del trabajo de supervision del autor como Inspector de Educacion en los ultimos diez anos (2008-2018) con especial atencion a la Primera Lengua Extranjera (Ingles) y de su contraste con las principales conclusiones del Informe de Gestion, Competencias y Organizacion de la Educacion Bilingue en Andalucia (AGAEVE/UPO, 2019), el objetivo del presente articulo es abrir el debate a la comunidad educativa al tiempo que realizar propuestas concretas para mejorar el nivel de competencia comunicativa de la ciudadania en lengua extranjera (Ingles). Aunque las propuestas van dirigidas a la Administracion educativa de nuestra comunidad autonoma de Andalucia entendemos que estas pueden ser de interes general, al tiempo que detallamos la intervencion del Servicio de Inspeccion de Educacion en las mismas EnglishThe content of this opinion piece was presented at X ADIDE – Andalucia Congress (Granada-Spain) on March 14, 2019). For the time being an Education Inspector (2008-nowadays), the author has had so many opportunities of supervising the acquisition of English as a second language (L2) at Secondary Schools in Andalusia, Spain. The recent report conclusions from AGAEVE and ‘Pablo de Olavide’ University (Seville, Spain) on Bilingual Education in Andalusia (AGAEVE/UPO, Francisco Lorenzo, 2019) is brought about together with the author’s point of view as an Education supervisor. By means of a number of specific proposals, which may also be considered of general interest by Education authorities and Education Inspectorate at the same time, the article now intends to open the debate over what to the author seems to be some unresolved challenges for the improvement of learning, teaching and assessment of the L2 language in Secondary Education in the self-governed community of Andalusia, Spain","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116910187","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}
espanolLa convergencia europea en el marco educativo, tanto a nivel basico como superior ha supuesto una serie de cambios metodologicos y estructurales en los centros educativos. Entre otros aspectos las competencias entroncan en el sistema como vector que marca la direccion de los procesos de ensenanza y aprendizaje. La competencia oral y escrita ha sido y es considerada como la principal, no obstante debe ser complementada con otras cuyo desarrollo haga de la persona eficaz en el marco profesional donde se desenvuelve. Entendemos que la competencia en la “Conciencia y expresiones culturales” que hace referencia a la capacidad para apreciar la importancia de la expresion a traves de la musica, las artes plasticas y escenicas o la literatura, es uno de los grandes pilares para un conjunto de alumnos y alumnas que optan por carreras de la rama clasica y tecnica, ademas de conformar para cualquier persona una sensibilidad necesaria para la vida. EnglishEuropean convergence on education has involved methodological and structural changes in education. Among different aspects, competences are the principle that lead teaching and learning process. Skills such as oral and written language has ever been considered the most valuable competence, nevertheless, it must be complemented by other competences that are necessary to make people succeed professionally. We reckon that the competence “Awareness and cultural expressions” which means the capacity of appreciate the importance to know how to express by means of music, visual and performing arts, and literature, is one fundamental pillar for the education of the students who are going to undertake degrees in classic and technical areas of knowledge. Furthermore, it is a training that provide priceless sensitivity which is very important for life
欧洲教育框架的融合，无论是在基础教育还是高等教育，都导致了学校在方法和结构上的一系列变化。在其他方面，能力在系统中占据主导地位，作为标志教学和学习过程方向的载体。口头和书面能力一直被认为是主要的，但它必须辅之以其他能力，这些能力的发展使人在其发展的专业环境中有效。我们认为竞争意识和文化表现形式”指能力欣赏expresion的重要性是通过音乐、艺术plasticas escenicas或文学,这是大支柱之一为一组和学生选择职业分支clasica和技能,此外等同为任何个人情感生活所需。英国-欧洲教育融合带来了教育方法和结构的变化。在不同的方面中，能力是引导教学和学习过程的原则。技能如口语及书面语言,它一直被拘留所the most事故专职,必须以其他权限that are必要to make people之professionally。We reckon that the事故专职expressions文化意识和“which means the capacity of appreciate the重视to know how to express by means of music and performing可视,艺术和文学,is one基本赶上for the education of the students who are going to的in classic和技术领域的知识。此外,it is培训来提供无价的限制非常sensitivity which is important for life
{"title":"La competencia escrita, oral y gráfica en el currículo educativo","authors":"J. Vera, M. García","doi":"10.23824/ASE.V0I31.648","DOIUrl":"https://doi.org/10.23824/ASE.V0I31.648","url":null,"abstract":"espanolLa convergencia europea en el marco educativo, tanto a nivel basico como superior ha supuesto una serie de cambios metodologicos y estructurales en los centros educativos. Entre otros aspectos las competencias entroncan en el sistema como vector que marca la direccion de los procesos de ensenanza y aprendizaje. La competencia oral y escrita ha sido y es considerada como la principal, no obstante debe ser complementada con otras cuyo desarrollo haga de la persona eficaz en el marco profesional donde se desenvuelve. Entendemos que la competencia en la “Conciencia y expresiones culturales” que hace referencia a la capacidad para apreciar la importancia de la expresion a traves de la musica, las artes plasticas y escenicas o la literatura, es uno de los grandes pilares para un conjunto de alumnos y alumnas que optan por carreras de la rama clasica y tecnica, ademas de conformar para cualquier persona una sensibilidad necesaria para la vida. EnglishEuropean convergence on education has involved methodological and structural changes in education. Among different aspects, competences are the principle that lead teaching and learning process. Skills such as oral and written language has ever been considered the most valuable competence, nevertheless, it must be complemented by other competences that are necessary to make people succeed professionally. We reckon that the competence “Awareness and cultural expressions” which means the capacity of appreciate the importance to know how to express by means of music, visual and performing arts, and literature, is one fundamental pillar for the education of the students who are going to undertake degrees in classic and technical areas of knowledge. Furthermore, it is a training that provide priceless sensitivity which is very important for life","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114419434","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}
Marcos Francisco Rodríguez Bravo, Alexandre Camacho Prats, M. Álvarez
{"title":"El acceso a la inspección educativa en España. Un estudio mediante la técnica Delphi technique study","authors":"Marcos Francisco Rodríguez Bravo, Alexandre Camacho Prats, M. Álvarez","doi":"10.23824/ASE.V0I31.644","DOIUrl":"https://doi.org/10.23824/ASE.V0I31.644","url":null,"abstract":"","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123942771","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}
{"title":"The importance of the educational context: educating cities","authors":"Gisela Morales Navarro, Rafael Gómez","doi":"10.23824/ASE.V0I29.612","DOIUrl":"https://doi.org/10.23824/ASE.V0I29.612","url":null,"abstract":"","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132281209","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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