Pub Date : 2022-12-31DOI: 10.35429/jcp.2022.16.6.19.22
M. Salinas-Aguirre, Jaquelina Lizet Hernández-Cueto, Angel Gerardo Chares Meza
Many teachers have a culturally learned negative perception of teacher evaluation. The objective of this research is to measure teachers' perceptions regarding the evaluation of pedagogical performance, as a basis for educational innovation. Teachers are influenced by negative cultural learning and/or internal fears of evaluation. Research methodology: the design is quantitative, non-experimental, the data collection is transactional with a piloted instrument that contains 136 variables in three axes: evaluation of the professional teaching service, commitment and labor innovation, and quality of teaching. Randomly 392 teachers are measured. The analysis is descriptive; Correlational and Principal Components. The conclusions reflect the current educational paradigm, unfavorable learned attitudes towards evaluation and fear of being exposed with evaluations, arguing that they focus on theory and omit professional praxis. Contribution of results. The relevance of evaluating teaching work is underlined, as support for teaching-learning innovations towards new hybrid pedagogical models. Teacher training focuses on changing positive attitudes towards job evaluation, as a factor "ä priori" for educational innovation. The importance of motivating teaching commitment and research to innovate learning models by transforming post-pandemic paradigms.
{"title":"Teacher evaluation is myth or reality for teaching innovation","authors":"M. Salinas-Aguirre, Jaquelina Lizet Hernández-Cueto, Angel Gerardo Chares Meza","doi":"10.35429/jcp.2022.16.6.19.22","DOIUrl":"https://doi.org/10.35429/jcp.2022.16.6.19.22","url":null,"abstract":"Many teachers have a culturally learned negative perception of teacher evaluation. The objective of this research is to measure teachers' perceptions regarding the evaluation of pedagogical performance, as a basis for educational innovation. Teachers are influenced by negative cultural learning and/or internal fears of evaluation. Research methodology: the design is quantitative, non-experimental, the data collection is transactional with a piloted instrument that contains 136 variables in three axes: evaluation of the professional teaching service, commitment and labor innovation, and quality of teaching. Randomly 392 teachers are measured. The analysis is descriptive; Correlational and Principal Components. The conclusions reflect the current educational paradigm, unfavorable learned attitudes towards evaluation and fear of being exposed with evaluations, arguing that they focus on theory and omit professional praxis. Contribution of results. The relevance of evaluating teaching work is underlined, as support for teaching-learning innovations towards new hybrid pedagogical models. Teacher training focuses on changing positive attitudes towards job evaluation, as a factor \"ä priori\" for educational innovation. The importance of motivating teaching commitment and research to innovate learning models by transforming post-pandemic paradigms.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127758725","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 : 2022-12-31DOI: 10.35429/jcp.2022.16.6.23.30
Alfonsina Núñez-Hernández, Zoila Gómez-Cruz, C. Campos-Bravo, Julián Vallejo-Gómez
Alcohol consumption in university students is considered a public health problem that can affect academic performance. The objective was to evaluate the level of risk for alcohol consumption in first-entry students at the University Campus of Biological and Agricultural Sciences of the University of Guadalajara. A questionnaire was applied that included: sociodemographic characteristics and alcohol consumption through the “Alcohol Use Disorders Identification Test” (AUDIT). The information was collected anonymously, obtaining their informed consent and guaranteeing their confidentiality. 589 students were surveyed, with an average age of 19.1 years, 53.2% women and 46.8% men, 86.4% reported having consumed alcohol, with tequila and beer being the preferred alcoholic beverages; it was observed that alcohol consumption did not influence the family relationship with their parents or the average high school grade; Regarding the AUDIT, 83% of the respondents did not present problems with alcohol consumption, 12.9% need a simple advice to reduce consumption, 3.1% evidenced risky consumption, and 1.0% showed risk of dependence; so it is necessary to implement strategies for comprehensive education in university life.
{"title":"Evaluation of the level of risk due to alcohol consumption and associated factors, in first-entry students at a University Campus in Jalisco, Mexico","authors":"Alfonsina Núñez-Hernández, Zoila Gómez-Cruz, C. Campos-Bravo, Julián Vallejo-Gómez","doi":"10.35429/jcp.2022.16.6.23.30","DOIUrl":"https://doi.org/10.35429/jcp.2022.16.6.23.30","url":null,"abstract":"Alcohol consumption in university students is considered a public health problem that can affect academic performance. The objective was to evaluate the level of risk for alcohol consumption in first-entry students at the University Campus of Biological and Agricultural Sciences of the University of Guadalajara. A questionnaire was applied that included: sociodemographic characteristics and alcohol consumption through the “Alcohol Use Disorders Identification Test” (AUDIT). The information was collected anonymously, obtaining their informed consent and guaranteeing their confidentiality. 589 students were surveyed, with an average age of 19.1 years, 53.2% women and 46.8% men, 86.4% reported having consumed alcohol, with tequila and beer being the preferred alcoholic beverages; it was observed that alcohol consumption did not influence the family relationship with their parents or the average high school grade; Regarding the AUDIT, 83% of the respondents did not present problems with alcohol consumption, 12.9% need a simple advice to reduce consumption, 3.1% evidenced risky consumption, and 1.0% showed risk of dependence; so it is necessary to implement strategies for comprehensive education in university life.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129420921","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 : 2022-12-31DOI: 10.35429/jcp.2022.16.6.1.9
Silvia Rosa Alférez-Hernández, Luz María Cejas-Leyva, Reyna Angélica Berumen-Ruvalcaba, Leticia Fernández-Mojica
The present work "Intervention strategy in children victims of bullying and school violence", was designed to evaluate and intervene, based on the scales of psychological damage found, with cognitive behavioral therapy techniques, exposure therapy, cognitive processing, physical care, self-knowledge, self-acceptance and learning to see memories as a tool. Objective: To develop and apply an intervention strategy in children victims of violence and bullying. Methodology: This research was experimental and mixed, combining qualitative and quantitative approaches. Both approaches were used in this work because when evaluating the children with the AVE test it was done by means of percentiles, when describing the concepts of the scales it was done in a qualitative way, as well as when registering the progress of the patients in the Anecdotal Record. The program provides a series of techniques for dealing with bullying and school violence.
{"title":"Intervention strategy for children victims of bullying and school violence","authors":"Silvia Rosa Alférez-Hernández, Luz María Cejas-Leyva, Reyna Angélica Berumen-Ruvalcaba, Leticia Fernández-Mojica","doi":"10.35429/jcp.2022.16.6.1.9","DOIUrl":"https://doi.org/10.35429/jcp.2022.16.6.1.9","url":null,"abstract":"The present work \"Intervention strategy in children victims of bullying and school violence\", was designed to evaluate and intervene, based on the scales of psychological damage found, with cognitive behavioral therapy techniques, exposure therapy, cognitive processing, physical care, self-knowledge, self-acceptance and learning to see memories as a tool. Objective: To develop and apply an intervention strategy in children victims of violence and bullying. Methodology: This research was experimental and mixed, combining qualitative and quantitative approaches. Both approaches were used in this work because when evaluating the children with the AVE test it was done by means of percentiles, when describing the concepts of the scales it was done in a qualitative way, as well as when registering the progress of the patients in the Anecdotal Record. The program provides a series of techniques for dealing with bullying and school violence.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122134259","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 : 2022-12-31DOI: 10.35429/jcp.2022.16.6.10.18
Efigenia Flores-González, Norma Flores-González
One of the main problems faced by virtual or face-to-face education is the indifference, lack of motivation, and lack of interest that students show during their classes, which affects their academic performance. In this scenario, the teacher plays a determining role since he must seek and implement contextualized methodologies that capture students' attention to involve them in the learning process. Concerning the above, this research aims to identify the attributes of the flipped classroom for learning biology at the High School level. Besides, a quantitative descriptive and cross-sectional methodology took place to analyze this phenomenon. The results showed that the greater the use of tools with flipped classroom attributes, the students develop a comprehensive learning process with increased completion of activities and higher grade point averages, highlighting four main characteristics embedded in the flipped classroom: self-regulated learning, access to the content permanently, personalized teaching and active participation. Therefore, the contribution of the research lies in the innovative methodology for the biology teaching process based on independent learning with critical and reflective thinking.
{"title":"The flipped classroom as a tool for learning at High School","authors":"Efigenia Flores-González, Norma Flores-González","doi":"10.35429/jcp.2022.16.6.10.18","DOIUrl":"https://doi.org/10.35429/jcp.2022.16.6.10.18","url":null,"abstract":"One of the main problems faced by virtual or face-to-face education is the indifference, lack of motivation, and lack of interest that students show during their classes, which affects their academic performance. In this scenario, the teacher plays a determining role since he must seek and implement contextualized methodologies that capture students' attention to involve them in the learning process. Concerning the above, this research aims to identify the attributes of the flipped classroom for learning biology at the High School level. Besides, a quantitative descriptive and cross-sectional methodology took place to analyze this phenomenon. The results showed that the greater the use of tools with flipped classroom attributes, the students develop a comprehensive learning process with increased completion of activities and higher grade point averages, highlighting four main characteristics embedded in the flipped classroom: self-regulated learning, access to the content permanently, personalized teaching and active participation. Therefore, the contribution of the research lies in the innovative methodology for the biology teaching process based on independent learning with critical and reflective thinking.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127215244","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 : 2022-06-30DOI: 10.35429/jcp.2022.15.6.10.18
María M. Martínez-Mena, E. Rivera-Gutiérrez, Alejandro Higuera-Zimbrón
This research focused on analyzing the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. The development and formation of leadership competencies in education is a relevant topic which must be investigated. Since the role of teachers is fundamental for the formative processes of the students, leadership competencies must be developed in their initial training. The training processes include both the knowledge that students must acquire according to the curriculum, as well as the development of skills that help them grow as individuals. The research problem focused on the need to develop leadership skills in the initial teacher training that allows them to perform comprehensively in their professional life in the field of education. The purpose was to analyze the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. It was demonstrated with this research that the competencies of leadership, communication, emotional intelligence and teamwork are the most relevant for initial teacher training. In addition, the contribution that the development of these competencies in the initial training of education graduates has on professional performance was confirmed.
{"title":"Leadership development in initial teacher training","authors":"María M. Martínez-Mena, E. Rivera-Gutiérrez, Alejandro Higuera-Zimbrón","doi":"10.35429/jcp.2022.15.6.10.18","DOIUrl":"https://doi.org/10.35429/jcp.2022.15.6.10.18","url":null,"abstract":"This research focused on analyzing the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. The development and formation of leadership competencies in education is a relevant topic which must be investigated. Since the role of teachers is fundamental for the formative processes of the students, leadership competencies must be developed in their initial training. The training processes include both the knowledge that students must acquire according to the curriculum, as well as the development of skills that help them grow as individuals. The research problem focused on the need to develop leadership skills in the initial teacher training that allows them to perform comprehensively in their professional life in the field of education. The purpose was to analyze the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. It was demonstrated with this research that the competencies of leadership, communication, emotional intelligence and teamwork are the most relevant for initial teacher training. In addition, the contribution that the development of these competencies in the initial training of education graduates has on professional performance was confirmed.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122012803","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 : 2022-06-30DOI: 10.35429/jcp.2022.15.6.1.9
D. C. Mex-Álvarez, Luz María Hernández-Cruz, Charlotte Monserrat Llanes Chiquini, Carlos Alberto Pérez Canul
The Universidad Autónoma de Campeche (UAC), in response to the sanitary measures due to the COVID-19 confinement and in order to reinforce its educational programs through online courses, joined the "Coursera for Campus" (CfC) program. This research presents the results of a comparative analysis between the educational offer offered by CfC and its relationship with the educational programs of the UAC. The results of the educational programs are presented classified by Department of Higher Education. The area with the greatest impact is Business, with 42 courses related to 12 educational programs, and Health with 37 courses that impact 7 educational programs. CfC's Language Learning area impacts all educational programs, since all of them consider the learning of a second language. It is also worth mentioning the courses in the Social Sciences area, which benefited 24 educational programs, as they are related to some of their Learning Units.
{"title":"The Coursera for Campus program and its impact on UAC academic programs","authors":"D. C. Mex-Álvarez, Luz María Hernández-Cruz, Charlotte Monserrat Llanes Chiquini, Carlos Alberto Pérez Canul","doi":"10.35429/jcp.2022.15.6.1.9","DOIUrl":"https://doi.org/10.35429/jcp.2022.15.6.1.9","url":null,"abstract":"The Universidad Autónoma de Campeche (UAC), in response to the sanitary measures due to the COVID-19 confinement and in order to reinforce its educational programs through online courses, joined the \"Coursera for Campus\" (CfC) program. This research presents the results of a comparative analysis between the educational offer offered by CfC and its relationship with the educational programs of the UAC. The results of the educational programs are presented classified by Department of Higher Education. The area with the greatest impact is Business, with 42 courses related to 12 educational programs, and Health with 37 courses that impact 7 educational programs. CfC's Language Learning area impacts all educational programs, since all of them consider the learning of a second language. It is also worth mentioning the courses in the Social Sciences area, which benefited 24 educational programs, as they are related to some of their Learning Units.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130716315","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 : 2022-06-30DOI: 10.35429/jcp.2022.15.6.19.30
Francisco Javier Hernández-Gutiérrez, José Luis Monreal-Reyes, Brenda Berenice Ochoa-Vizcaya, Eugenio Lizarde-Flores
The work offers a first approximation to a theoretical-analytical model for the recognition and understanding of the History Teacher’s Specialized Knowledge (HTSK). In the article, it is based on a justification that in a first order considers the advances that are considered in the didactics of mathematics and; although the substantial differences between both disciplines are recognized, the advances of one are also assumed, for the construction of the first model of the other. Mathematics Teacher’s Specialized Knowledge (MTSK), the didactics of history and a lesson plan for teaching history were considered to visualize the evidence of that particular and specific knowledge that a teacher reveals when teaching history. and that this is precisely what makes it a specialized knowledge.
{"title":"History Teacher’s Specialized Knowledge (HTSK)","authors":"Francisco Javier Hernández-Gutiérrez, José Luis Monreal-Reyes, Brenda Berenice Ochoa-Vizcaya, Eugenio Lizarde-Flores","doi":"10.35429/jcp.2022.15.6.19.30","DOIUrl":"https://doi.org/10.35429/jcp.2022.15.6.19.30","url":null,"abstract":"The work offers a first approximation to a theoretical-analytical model for the recognition and understanding of the History Teacher’s Specialized Knowledge (HTSK). In the article, it is based on a justification that in a first order considers the advances that are considered in the didactics of mathematics and; although the substantial differences between both disciplines are recognized, the advances of one are also assumed, for the construction of the first model of the other. Mathematics Teacher’s Specialized Knowledge (MTSK), the didactics of history and a lesson plan for teaching history were considered to visualize the evidence of that particular and specific knowledge that a teacher reveals when teaching history. and that this is precisely what makes it a specialized knowledge.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"26 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114038821","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 : 2022-06-30DOI: 10.35429/jcp.2022.15.6.31.39
Efigenia Flores-González /, Norma Flores-González
Learning concepts requires strategies that allow significant learning so that the said concept remains in the student's long-term memory. For this reason, strategies that avoid rote learning and promote the apprehension of concepts through the graphic representation of knowledge are necessary. This study pretends to identify if the gamification strategy through the GoConqr application enables learning concepts in Biology at the high school level. Methodologically, the analysis was from a quantitative perspective in a focus group. For this, a treatment, diagnostic, and post-treatment took place to know the plausibility of the gamification strategy and the GoConqr application. The results show the viability of the application for learning concepts, strengthening the understanding of the concept definition with motivational elements and significant activities. Other features that stand out are the immediate feedback provided by the application, which reinforces the collaborative learning process by promoting active participation. In conclusion, the research contributes to an active learning methodology for teaching innovation.
{"title":"Gamification as a strategy for learning concepts meaningfully","authors":"Efigenia Flores-González /, Norma Flores-González","doi":"10.35429/jcp.2022.15.6.31.39","DOIUrl":"https://doi.org/10.35429/jcp.2022.15.6.31.39","url":null,"abstract":"Learning concepts requires strategies that allow significant learning so that the said concept remains in the student's long-term memory. For this reason, strategies that avoid rote learning and promote the apprehension of concepts through the graphic representation of knowledge are necessary. This study pretends to identify if the gamification strategy through the GoConqr application enables learning concepts in Biology at the high school level. Methodologically, the analysis was from a quantitative perspective in a focus group. For this, a treatment, diagnostic, and post-treatment took place to know the plausibility of the gamification strategy and the GoConqr application. The results show the viability of the application for learning concepts, strengthening the understanding of the concept definition with motivational elements and significant activities. Other features that stand out are the immediate feedback provided by the application, which reinforces the collaborative learning process by promoting active participation. In conclusion, the research contributes to an active learning methodology for teaching innovation.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134408514","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 : 2020-12-31DOI: 10.35429/JCP.2020.12.4.21.31
Oscar Amaro-Del Real, Luz María Cejas-Leyva / O, Maura Antonia Lazcano-Franco, Mario Gilberto García-Medina
Objective: to publicize the emotional state of people in pandemic situations over time, through a compilation of readings carried out with the purpose of elaborating a semblance of the emotional conditions experienced throughout history, during the different pandemic outbreaks that have emerged, such as COVID-19. Methodology: the methodology used in this research process is based on the qualitative paradigm, because it sought to understand and elucidate what has emerged to date on the emotional state of people, due to the different pandemics experienced through over time such as that caused by COVID 19; through the systematization, organization and categorization of the information selected for presentation, both in the theoretical framework and in the results and conclusions of this article. To achieve the above, an inductive analysis procedure of the theory was followed, which played the role of guiding instrument by investigating the interaction of the subjects with the various diseases that have spread throughout the world through time. Contribution: a recapitulation of the emotional state of people in pandemic situations is presented, providing the reader with an overview of the emotional consequences that have been experienced in these situations at different times in history, such as the one currently being experienced in the face of COVID-19.
{"title":"Estado emocional de las personas ante situaciones de pandemia a través del tiempo","authors":"Oscar Amaro-Del Real, Luz María Cejas-Leyva / O, Maura Antonia Lazcano-Franco, Mario Gilberto García-Medina","doi":"10.35429/JCP.2020.12.4.21.31","DOIUrl":"https://doi.org/10.35429/JCP.2020.12.4.21.31","url":null,"abstract":"Objective: to publicize the emotional state of people in pandemic situations over time, through a compilation of readings carried out with the purpose of elaborating a semblance of the emotional conditions experienced throughout history, during the different pandemic outbreaks that have emerged, such as COVID-19. Methodology: the methodology used in this research process is based on the qualitative paradigm, because it sought to understand and elucidate what has emerged to date on the emotional state of people, due to the different pandemics experienced through over time such as that caused by COVID 19; through the systematization, organization and categorization of the information selected for presentation, both in the theoretical framework and in the results and conclusions of this article. To achieve the above, an inductive analysis procedure of the theory was followed, which played the role of guiding instrument by investigating the interaction of the subjects with the various diseases that have spread throughout the world through time. Contribution: a recapitulation of the emotional state of people in pandemic situations is presented, providing the reader with an overview of the emotional consequences that have been experienced in these situations at different times in history, such as the one currently being experienced in the face of COVID-19.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127960199","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 : 2020-12-31DOI: 10.35429/JCP.2020.12.4.1.5
María Cristina Cepeda-González, Blanca Margarita Villarreal-Soto, R. I. Ramos-Jaubert, Sandra Delgado Estrada
The objective of this article was to analyze the interaction that have mentoring and emotions in the college student. This topic has brought great interest in the educational field as a way to improve the educational and socioemotional development of the students of the bachelor in Science of education in the Faculty of Science, Education and Humanities of the UAdeC; which are assisted through the Institutional Program of mentoring that today is overriding for the integral accompaniment of the college student where the orientation and cognitive support is attended for the student’s academic development; Likewise the emotional element, serving the same emotional education in learning, application and strategy practices, cognitive, skill values, socialization and self-control for an integral education. Consequently, emotions alert the danger of a situation within the educational praxis and mentoring in the possibilities of success or failure when faced. The ample is conformed by a total of 155 students of bachelor’s in science of Education.
{"title":"Las tutorías y las emociones del estudiante universitario","authors":"María Cristina Cepeda-González, Blanca Margarita Villarreal-Soto, R. I. Ramos-Jaubert, Sandra Delgado Estrada","doi":"10.35429/JCP.2020.12.4.1.5","DOIUrl":"https://doi.org/10.35429/JCP.2020.12.4.1.5","url":null,"abstract":"The objective of this article was to analyze the interaction that have mentoring and emotions in the college student. This topic has brought great interest in the educational field as a way to improve the educational and socioemotional development of the students of the bachelor in Science of education in the Faculty of Science, Education and Humanities of the UAdeC; which are assisted through the Institutional Program of mentoring that today is overriding for the integral accompaniment of the college student where the orientation and cognitive support is attended for the student’s academic development; Likewise the emotional element, serving the same emotional education in learning, application and strategy practices, cognitive, skill values, socialization and self-control for an integral education. Consequently, emotions alert the danger of a situation within the educational praxis and mentoring in the possibilities of success or failure when faced. The ample is conformed by a total of 155 students of bachelor’s in science of Education.","PeriodicalId":176388,"journal":{"name":"Revista de Pedagogía Critica","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128935830","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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