Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-393-488
E. García, Delia Arroyo Resino, Marta Hurtado Martín, Judit Ruíz Lázaro, María Sánchez Munilla, José Javier Illana Vicaria, Coral González Barberá
Several research studies have shown that admission scores seem to be a good predictor of academic performance during the undergraduate degree. It is a fact that the first year of the undergraduate program is the one in which most students drop out of the program. Considering this idea, the general objective of this study is to identify the access profile (previous academic performance) and predict the future performances of the students at the Universidad Complutense de Madrid (UCM). The study involves first year students who enter the Education Programs, as well as those who enter Degrees with a Social Service Orientation. To address this objective, a secondary analysis of the UCM census’ data in the 2018/2019 academic year is carried out where the total sample is 2018 students. Several regression models are considered aiming to determine the effect of previous academic performance on the success rate (% of ECTS credits passed) at the end of the first academic year. The results show that the Education Degrees where admission scores have an impact on the success rate are those related to Primary Education. Furthermore, a differentiated profile was observed between Education Degrees compared to Degrees with a Social Service Orientation when explaining the success rate in the first year. In light of these results, it can be concluded that admission scores are a predictor of the academic performance achieved in the first year of the degree program, affecting in a differently students who pursue Education Degrees versus Social Services Oriented Degrees.
{"title":"La nota de acceso a la universidad como predictor del rendimiento en el primer año de carrera: grados de Magisterio versus otras carreras asistenciales","authors":"E. García, Delia Arroyo Resino, Marta Hurtado Martín, Judit Ruíz Lázaro, María Sánchez Munilla, José Javier Illana Vicaria, Coral González Barberá","doi":"10.4438/1988-592X-RE-2021-393-488","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-393-488","url":null,"abstract":"Several research studies have shown that admission scores seem to be a good predictor of academic performance during the undergraduate degree. It is a fact that the first year of the undergraduate program is the one in which most students drop out of the program. Considering this idea, the general objective of this study is to identify the access profile (previous academic performance) and predict the future performances of the students at the Universidad Complutense de Madrid (UCM). The study involves first year students who enter the Education Programs, as well as those who enter Degrees with a Social Service Orientation. To address this objective, a secondary analysis of the UCM census’ data in the 2018/2019 academic year is carried out where the total sample is 2018 students. Several regression models are considered aiming to determine the effect of previous academic performance on the success rate (% of ECTS credits passed) at the end of the first academic year. The results show that the Education Degrees where admission scores have an impact on the success rate are those related to Primary Education. Furthermore, a differentiated profile was observed between Education Degrees compared to Degrees with a Social Service Orientation when explaining the success rate in the first year. In light of these results, it can be concluded that admission scores are a predictor of the academic performance achieved in the first year of the degree program, affecting in a differently students who pursue Education Degrees versus Social Services Oriented Degrees.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81281708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-393-490
A. Mayer, María Consuelo Vélaz de Medrano Ureta, E. Casas
espanolIntroduccion: el aumento en la oferta de plazas en Educacion Infantil (EI)tras la aprobacion de la nueva Ley de Educacion (LOMLOE, 2020) debe conllevar una apuesta por mejorar la calidad, y uno de los pilares en los que esta se sustenta es la competencia docente de su profesorado. El estudio que se presenta analiza el desempeno docente en el desarrollo de actividades de aprendizaje en el primer ciclo de EI, a partir del tipo de actividades mas frecuentes observadas en las aulas de 0 a 3 anos. De los resultados del estudio no se hacen inferencias sobre formacion inicial recibida por los docentes que han participado, pero si plantearan interrogantes que contribuyan a la revision y mejora de la formacion, muy especialmente en su vertiente practica. Metodologia: se realiza una observacion sistematica empleando la escala ITERS-3 (Infant/Toddler Environment Rating Scale, third edition) en una muestra incidental de 31 aulas de 21 centros que imparten el primer ciclo de EI en 4 Comunidades Autonomas espanolas, con un total de 340 alumnos/as y 58 maestros/as/as. Resultados: los datos muestran que la subescala “Actividades” es la que menor puntuacion ha recibido, mostrando diferencias estadisticamente significativas respecto al resto de subescalas (Espacio y muebles, Rutinas de cuidado personal, Lenguaje y libros, Interaccion y Estructura del programa). Dentro de dicha subescala, no se alcanza el nivel minimo de calidad en 8 de los 10 items propuestas por la escala: motricidad fina, arte, musica y movimiento, bloques, juego dramatico, naturaleza y ciencias, matematicas y numeros, y aceptacion de la diversidad. En los items “Uso apropiado de la tecnologia” y “Motricidad gruesa” se alcanza una puntuacion minima y buena respectivamente. Discusion: estos resultados invitan a repensar la formacion del profesorado de EI en Espana. EnglishIntroduction: the increase in the offer of places in Early Childhood Education (ECE) after the adoption of the new Education Law (LOMLOE, 2020) must entail a commitment to improve quality, and one of the pillars on which it is based is the teaching competence of its teachers. The study analyzes teaching performance in the development of learning activities in the first cycle of ECE, based on the type of most frequent activities observed in classrooms from 0 to 3 years. The results of the study do not make inferences about initial training received by the teachers who have participated, but without raising questions that contribute to the review and improvement of the training, especially in its practical aspect. Methodology: a systematic observation is carried out using the ITERS-3 (Infant/ Toddler Environment Rating Scale, third edition) in an incidental sample of 31 classrooms from 21 ECE centres (0-3 years) in 4 Spanish Autonomous Communities, with a total of 340 students and 58 teachers. Results: The data show that the subscale “Activities” is the one that has received the lowest score, showing statistically significa
{"title":"Reforzar las competencias docentes en Educación Infantil : una mirada desde las actividades del aula","authors":"A. Mayer, María Consuelo Vélaz de Medrano Ureta, E. Casas","doi":"10.4438/1988-592X-RE-2021-393-490","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-393-490","url":null,"abstract":"espanolIntroduccion: el aumento en la oferta de plazas en Educacion Infantil (EI)tras la aprobacion de la nueva Ley de Educacion (LOMLOE, 2020) debe conllevar una apuesta por mejorar la calidad, y uno de los pilares en los que esta se sustenta es la competencia docente de su profesorado. El estudio que se presenta analiza el desempeno docente en el desarrollo de actividades de aprendizaje en el primer ciclo de EI, a partir del tipo de actividades mas frecuentes observadas en las aulas de 0 a 3 anos. De los resultados del estudio no se hacen inferencias sobre formacion inicial recibida por los docentes que han participado, pero si plantearan interrogantes que contribuyan a la revision y mejora de la formacion, muy especialmente en su vertiente practica. Metodologia: se realiza una observacion sistematica empleando la escala ITERS-3 (Infant/Toddler Environment Rating Scale, third edition) en una muestra incidental de 31 aulas de 21 centros que imparten el primer ciclo de EI en 4 Comunidades Autonomas espanolas, con un total de 340 alumnos/as y 58 maestros/as/as. Resultados: los datos muestran que la subescala “Actividades” es la que menor puntuacion ha recibido, mostrando diferencias estadisticamente significativas respecto al resto de subescalas (Espacio y muebles, Rutinas de cuidado personal, Lenguaje y libros, Interaccion y Estructura del programa). Dentro de dicha subescala, no se alcanza el nivel minimo de calidad en 8 de los 10 items propuestas por la escala: motricidad fina, arte, musica y movimiento, bloques, juego dramatico, naturaleza y ciencias, matematicas y numeros, y aceptacion de la diversidad. En los items “Uso apropiado de la tecnologia” y “Motricidad gruesa” se alcanza una puntuacion minima y buena respectivamente. Discusion: estos resultados invitan a repensar la formacion del profesorado de EI en Espana. EnglishIntroduction: the increase in the offer of places in Early Childhood Education (ECE) after the adoption of the new Education Law (LOMLOE, 2020) must entail a commitment to improve quality, and one of the pillars on which it is based is the teaching competence of its teachers. The study analyzes teaching performance in the development of learning activities in the first cycle of ECE, based on the type of most frequent activities observed in classrooms from 0 to 3 years. The results of the study do not make inferences about initial training received by the teachers who have participated, but without raising questions that contribute to the review and improvement of the training, especially in its practical aspect. Methodology: a systematic observation is carried out using the ITERS-3 (Infant/ Toddler Environment Rating Scale, third edition) in an incidental sample of 31 classrooms from 21 ECE centres (0-3 years) in 4 Spanish Autonomous Communities, with a total of 340 students and 58 teachers. Results: The data show that the subscale “Activities” is the one that has received the lowest score, showing statistically significa","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79115122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-391-476
A. Prieto, José Barbarroja, S. Á. Álvarez, A. Almuzara
espanolEste articulo explora el origen historico del aula invertida y sintetiza las evidencias que valoran su eficacia para incorporar mas aprendizaje activo en la educacion superior y crear un entorno educativo centrado en las acciones que realizan los estudiantes. Para ello se ha revisado la literatura sobre el aula invertida y otras metodologias precursoras de la misma prestando especial atencion a los impactos del aula invertida sobre la implicacion estudiantil y el rendimiento academico. El aula invertida tiene precedentes en metodologias de fomento del estudio previo que se aplican en ensenanza universitaria desde los noventa: el aprendizaje basado en equipos, la instruccion por companeros y la ensenanza a tiempo en las que el docente envia la informacion a sus alumnos mediante medios electronicos. Asi hay mas tiempo de clase para dedicarlo al aprendizaje activo y la evaluacion formativa. El aula invertida se popularizo en educacion secundaria con el uso de videos para transmitir la informacion a los alumnos. La literatura muestra efectos positivos del aula invertida sobre el proceso educativo. Aumenta la motivacion y la implicacion de los alumno en las actividades fuera y dentro de clase. Mejora la comprension y la retencion de las materias ensenadas que se traducen en una mejora del rendimiento y una reduccion en la tasa de fracaso. Mejora el ejercicio y el desarrollo de competencias y finalmente aumenta la satisfaccion de los alumnos y profesores que la ponen en practica. Estos efectos positivos se han confirmado en multiples disciplinas y ambitos geograficos. El aula invertida crea oportunidades para que los alumnos interaccionen antes y de manera mas sostenida con los materiales instructivos, mejorando su preparacion para aplicar lo comprendido en las actividades de clase. Los alumnos con mayor nivel de realizacion de tareas preparatorias son los que obtienen superiores rendimientos en el aula invertida. EnglishThis manuscript explores the historic origin of the flipped classroom and synthesizes the literature on the flipped classroom effectiveness in higher education to incorporate more active learning and create an educational environment focused on the actions performed by the students. To achieve this goal literature on flipped classroom and related methodologies was reviewed focusing our attention on the impacts of this pedagogical model on student involvement and academic performance. The flipped classroom has precedents in methodologies that promote student preparation before classes. These methodologies have been applied in university teaching since the nineties: team-based learning, peer instruction and just in time teaching in which the teacher sends the information to his students outside the classroom through electronic means. By this way you have more class time to dedicate to active learning and formative assessment. The flipped classroom became popular in secondary education with the use of videos to transmit the informa
这篇文章探讨了倒置课堂的历史起源，并总结了证据，评估其有效性，将更多的主动学习纳入高等教育，并创造一个教育环境，关注学生的行动。本研究旨在探讨倒置课堂对学生参与和学业成绩的影响，以及倒置课堂对学生参与和学业成绩的影响。倒置课堂在促进先前学习的方法上有一个先例，这些方法自90年代以来在大学教学中应用:基于团队的学习、同伴指导和教师通过电子手段向学生发送信息的及时教学。因此，有更多的课堂时间用于主动学习和形成性评估。倒置教室在中等教育中很流行，它使用视频向学生传递信息。文献显示倒置课堂对教育过程有积极的影响。提高学生在课堂内外活动中的积极性和参与度。提高对所选科目的理解和保留，从而提高成绩和降低失败率。它提高了技能的锻炼和发展，最终提高了学生和教师的满意度。这些积极的影响已在多个学科和地理领域得到证实。倒置的教室为学生创造了更早、更持续地与教学材料互动的机会，提高了他们应用课堂活动内容的准备。在倒置的课堂上，完成准备任务的学生表现更好。本手稿探讨了翻转课堂的历史起源，并综合了关于翻转课堂在高等教育中的有效性的文献，以纳入更多的积极学习，并创造一个以学生的行动为重点的教育环境。为了实现这一目标，我们回顾了关于翻转课堂和相关方法的文献，重点关注这种教学模式对学生参与和学术表现的影响。翻转式教室有促进学生上课前准备的方法。自九十年代以来，这些方法已在大学教学中得到应用:以团队为基础的学习、同伴教学和即时教学，即教师通过电子手段在课堂外向学生传递信息。这样你就有更多的课堂时间来积极学习和形成性评估。翻转式课堂在中学教育中越来越流行，因为它利用录像向学生传递学习信息。文献表明，翻转课堂对教育过程的多个要素产生了积极的影响。它增加了学生在课堂内外学习活动的动机和参与。它提高了对主题的理解和保留，从而提高了性能和降低了失败率。它提高了练习和能力的发展，最终提高了学生和教师的满意度。这些积极的影响已在多个学科和地理领域得到证实。翻转课堂为学生创造了机会，让他们更早、更可持续地与教学材料互动，从而提高他们在课堂活动中应用所学知识的准备程度。的The students with The level of完成筹备tasks are那些获得高等performance in The inverted课堂。
{"title":"Eficacia del modelo de aula invertida (flipped classroom) en la enseñanza universitaria : una síntesis de las mejores evidencias","authors":"A. Prieto, José Barbarroja, S. Á. Álvarez, A. Almuzara","doi":"10.4438/1988-592X-RE-2021-391-476","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-391-476","url":null,"abstract":"espanolEste articulo explora el origen historico del aula invertida y sintetiza las evidencias que valoran su eficacia para incorporar mas aprendizaje activo en la educacion superior y crear un entorno educativo centrado en las acciones que realizan los estudiantes. Para ello se ha revisado la literatura sobre el aula invertida y otras metodologias precursoras de la misma prestando especial atencion a los impactos del aula invertida sobre la implicacion estudiantil y el rendimiento academico. El aula invertida tiene precedentes en metodologias de fomento del estudio previo que se aplican en ensenanza universitaria desde los noventa: el aprendizaje basado en equipos, la instruccion por companeros y la ensenanza a tiempo en las que el docente envia la informacion a sus alumnos mediante medios electronicos. Asi hay mas tiempo de clase para dedicarlo al aprendizaje activo y la evaluacion formativa. El aula invertida se popularizo en educacion secundaria con el uso de videos para transmitir la informacion a los alumnos. La literatura muestra efectos positivos del aula invertida sobre el proceso educativo. Aumenta la motivacion y la implicacion de los alumno en las actividades fuera y dentro de clase. Mejora la comprension y la retencion de las materias ensenadas que se traducen en una mejora del rendimiento y una reduccion en la tasa de fracaso. Mejora el ejercicio y el desarrollo de competencias y finalmente aumenta la satisfaccion de los alumnos y profesores que la ponen en practica. Estos efectos positivos se han confirmado en multiples disciplinas y ambitos geograficos. El aula invertida crea oportunidades para que los alumnos interaccionen antes y de manera mas sostenida con los materiales instructivos, mejorando su preparacion para aplicar lo comprendido en las actividades de clase. Los alumnos con mayor nivel de realizacion de tareas preparatorias son los que obtienen superiores rendimientos en el aula invertida. EnglishThis manuscript explores the historic origin of the flipped classroom and synthesizes the literature on the flipped classroom effectiveness in higher education to incorporate more active learning and create an educational environment focused on the actions performed by the students. To achieve this goal literature on flipped classroom and related methodologies was reviewed focusing our attention on the impacts of this pedagogical model on student involvement and academic performance. The flipped classroom has precedents in methodologies that promote student preparation before classes. These methodologies have been applied in university teaching since the nineties: team-based learning, peer instruction and just in time teaching in which the teacher sends the information to his students outside the classroom through electronic means. By this way you have more class time to dedicate to active learning and formative assessment. The flipped classroom became popular in secondary education with the use of videos to transmit the informa","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89496011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-391-475
Judith Martín Lucas, Patricia Torrijos Fincias, S. González, Ángel García del Dujo
In recent years the training scenarios are undergoing major transformations, mostly caused by the arrival of information and communication technologies. One of these changes has been translated into the expression Blended Learning, a formative methodology that combines face-to-face and online teaching largely embraced by the education field. Although it is true that research in this model is very abundant, the study on the adoption and perception of Blended Learning by teachers seems to have been neglected. For this reason, a quantitative study is presented focused on researching university teacher’s perception regarding this formative modality. A total of 982 teachers from 35 Spanish public universities responded to the Questionnaire on Combined Formative Modality. The results show that, although a high percentage of teachers say that they know how this modality works and the advantages it reports, the percentage of teachers that acknowledge not having integrated it into the courses they teach is high. On the other hand, although the training offered by universities is considered important for its implementation, the intention of use is positively correlated with the teacher’s self-perception of the resources and knowledge at their disposal. In this sense, it is important to point out the need to recognize, by higher education institutions, both the training and the adaptive work of teachers in the implementation of the combined training strategy.
{"title":"Intención de uso y autopercepción docente del bLearning en educación superior","authors":"Judith Martín Lucas, Patricia Torrijos Fincias, S. González, Ángel García del Dujo","doi":"10.4438/1988-592X-RE-2021-391-475","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-391-475","url":null,"abstract":"In recent years the training scenarios are undergoing major transformations, mostly caused by the arrival of information and communication technologies. One of these changes has been translated into the expression Blended Learning, a formative methodology that combines face-to-face and online teaching largely embraced by the education field. Although it is true that research in this model is very abundant, the study on the adoption and perception of Blended Learning by teachers seems to have been neglected. For this reason, a quantitative study is presented focused on researching university teacher’s perception regarding this formative modality. A total of 982 teachers from 35 Spanish public universities responded to the Questionnaire on Combined Formative Modality. The results show that, although a high percentage of teachers say that they know how this modality works and the advantages it reports, the percentage of teachers that acknowledge not having integrated it into the courses they teach is high. On the other hand, although the training offered by universities is considered important for its implementation, the intention of use is positively correlated with the teacher’s self-perception of the resources and knowledge at their disposal. In this sense, it is important to point out the need to recognize, by higher education institutions, both the training and the adaptive work of teachers in the implementation of the combined training strategy.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91001565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-392-484
Ashar Johnson Khokhar
espanolLos libros de texto son la unica fuente para comunicar informacion considerada verdadera, de incuestionable precision y cuya autenticidad no podria ser cuestionada por nadie. Los estados, en colaboracion con los regimenes de los libros de texto, emplearon libros de texto para impartir una cierta nocion de identidad, de "nosotros" y de "ellos", mediante la construccion y presentacion de una narrativa estatal a los alumnos. El metodo de estudio adecuado para esta investigacion fue el analisis de contenido cualitativo y en esta se analizaron 9 libros de texto de historia. Los libros fueron seleccionados para su publicacion por las autoridades estatales. El analisis de los libros de texto revelo que los escritores utilizaron estrategias de representacion (positiva y negativa), unificacion, evasion y trivializacion para crear la idea de "nosotros" y de "ellos" a traves de imagenes de invasores y conquistadores, de lo social, cultural, politico, influencias economicas y religiosas, y del impacto en el subcontinente indio y su gente. Este estudio recomienda que el ejercicio de diseno de libros de texto de historia se aborde como una disciplina que cubra toda la informacion historica sobre personas, cultura, tierras y logros. EnglishTextbooks are the only source to communicate information considered true, of unquestionable accuracy and whose authenticity could not questioned by anyone. The states, in collaboration with the textbook regimes employed textbooks to impart a certain notion of identity, of "us" and "them" through constructing and presenting a state narrative to pupils. The suitable study method for this study was qualitative content analysis and 9 history textbooks were analyzed in this study. The books were selected for their being published by the state textbook authorities. The analysis of textbooks revealed that textbooks writers used representation (positive and negative), unification, avoidance, and trivialization strategies to create the images of "us" and "them" through the images of invaders and conquerors and the social, cultural, political, economic, and religious influences and impact on Indian subcontinent and its people. This study recommends that the history textbooks designing exercise should be approached as a discipline covering all historical information about people, culture, lands and achievements.
西班牙语教科书是传达信息的唯一来源，这些信息被认为是真实的，毫无疑问是准确的，其真实性不会受到任何人的质疑。国家与教科书制度合作，通过向学生构建和呈现国家叙事，利用教科书对“我们”和“他们”的身份进行某种有害的灌输。本研究采用定性内容分析的方法，对9本历史教科书进行了分析。这些书是由国家当局挑选出版的。课本处理分析作者使用第八条作为战略(正面和负面),unificacion evasion和trivializacion创建的“我们”和“他们”是通过形象的入侵者和征服者来了,他的社会、文化、政治、宗教研究所和影响,影响和印度次大陆和它的人民。本研究建议将历史教科书设计作为一门涵盖所有关于人、文化、土地和成就的历史信息的学科。EnglishTextbooks are the only source to 5 true, of unquestionable的信息的准确性和谁的authenticity保留不得questioned by任何人。各国与教科书制度合作，利用教科书向学生传授“我们”和“他们”的某种身份概念，构建并呈现一种叙述性国家。= =地理= =根据美国人口普查，这个县的面积为，其中土地面积为。The books是selected for being published by The state textbook机关。The analysis of教科书revealed that教科书作家过去的比例(积极和消极的)、g、avoidance and trivialization strategies to create The images of us”和“他们”“through The images of invaders and conquerors and The社会、文化、政治、经济和宗教influences impact on Indian subcontinent and its people。本研究建议，历史教科书设计练习应作为一门学科来处理，涵盖关于人、文化、土地和成就的所有历史信息。
{"title":"“Nosotros” y “ellos”: análisis de los libros de texto de historia estudiados en las escuelas de Pakistán","authors":"Ashar Johnson Khokhar","doi":"10.4438/1988-592X-RE-2021-392-484","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-392-484","url":null,"abstract":"espanolLos libros de texto son la unica fuente para comunicar informacion considerada verdadera, de incuestionable precision y cuya autenticidad no podria ser cuestionada por nadie. Los estados, en colaboracion con los regimenes de los libros de texto, emplearon libros de texto para impartir una cierta nocion de identidad, de \"nosotros\" y de \"ellos\", mediante la construccion y presentacion de una narrativa estatal a los alumnos. El metodo de estudio adecuado para esta investigacion fue el analisis de contenido cualitativo y en esta se analizaron 9 libros de texto de historia. Los libros fueron seleccionados para su publicacion por las autoridades estatales. El analisis de los libros de texto revelo que los escritores utilizaron estrategias de representacion (positiva y negativa), unificacion, evasion y trivializacion para crear la idea de \"nosotros\" y de \"ellos\" a traves de imagenes de invasores y conquistadores, de lo social, cultural, politico, influencias economicas y religiosas, y del impacto en el subcontinente indio y su gente. Este estudio recomienda que el ejercicio de diseno de libros de texto de historia se aborde como una disciplina que cubra toda la informacion historica sobre personas, cultura, tierras y logros. EnglishTextbooks are the only source to communicate information considered true, of unquestionable accuracy and whose authenticity could not questioned by anyone. The states, in collaboration with the textbook regimes employed textbooks to impart a certain notion of identity, of \"us\" and \"them\" through constructing and presenting a state narrative to pupils. The suitable study method for this study was qualitative content analysis and 9 history textbooks were analyzed in this study. The books were selected for their being published by the state textbook authorities. The analysis of textbooks revealed that textbooks writers used representation (positive and negative), unification, avoidance, and trivialization strategies to create the images of \"us\" and \"them\" through the images of invaders and conquerors and the social, cultural, political, economic, and religious influences and impact on Indian subcontinent and its people. This study recommends that the history textbooks designing exercise should be approached as a discipline covering all historical information about people, culture, lands and achievements.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84144397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-392-483
María Belén Sánchez, P. G. Madrona, M. López
espanolConocer las relaciones existentes, en Educacion Infantil (EI), entre el rendimiento psicomotor, la motivacion y el rendimiento academico en otros ambitos de aprendizaje ha sido el objetivo de esta investigacion. Ademas, se busca valorar la relacion entre la habilidad psicomotriz y el rendimiento academico a traves de las opiniones de los docentes. Se ha utilizado un diseno de investigacion de metodos mixtos, combinando tecnicas cuantitativas y cualitativas. La muestra esta compuesta por 215 ninos (3-6 anos) y 11 maestras de EI. Los instrumentos utilizados han sido test de motivacion EMAPI, Checklist of Psychomotor Activities, entrevistas y un grupo de discusion. A traves de las reflexiones de las maestras se corrobora una relacion positiva entre la habilidad psicomotriz y el rendimiento academico en otras areas. Las conductas autonomas se reconocen enriquecidas por las destrezas motoras, se afirma la relacion con el ambito linguistico y las habilidades logico-matematicas se presentan como aquellas que mas se benefician de la motricidad. Otros resultados revelan una alta motivacion que correlaciona negativamente con el rendimiento psicomotor. Se comprueba que tener un hermano influye positivamente en el rendimiento psicomotor, vinculo que no se observa con la asistencia a actividades fisicas extraescolares. EnglishThe objective of this study was to investigate the relationships between psychomotor performance, academic motivation and academic performance in other areas of learning in Early Childhood Education (ECE). Additionally, our goal was to evaluate the link between psychomotor skills and academic performance by soliciting teachers? opinions. We used a mixed methods research design, combining quantitative and qualitative techniques. The sample included 215 children (aged 3 ? 6 years) and 11 teachers in ECE. The instruments used were the EMAPI test (Assessment of Academic Motivation in Early Childhood Education), the Checklist of Psychomotor Activities, interviews and a group discussion. The teachers? reflections verified a positive relationship between psychomotor skills and academic performance in other areas. Autonomous behaviors are recognized as enriched by motor skills, the relationship with the linguistic field is affirmed and logical-mathematical skills are presented as most beneficial to motor skills. Other results reveal that high academic motivation was negatively correlated with psychomotor performance. Having a sibling, however, was shown to positively influence psychomotor performance, while participation in extracurricular physical activities had no effect on this variable.
本研究的目的是了解儿童教育中精神运动表现、动机和其他学习领域的学业表现之间的关系。此外，本研究旨在通过教师的意见来评估精神运动技能和学业成绩之间的关系。本研究采用定量和定性相结合的混合方法进行研究。样本包括215名儿童(3-6岁)和11名EI教师。使用的工具是EMAPI动机测试、心理运动活动清单、访谈和讨论小组。通过教师的反思，证实了精神运动技能和其他领域的学业成绩之间的积极关系。自主行为被认为是由运动技能丰富的，与语言环境的关系被肯定，逻辑和数学技能被认为是那些从运动技能中受益最多的。其他结果显示，高动机与精神运动表现负相关。研究发现，有一个兄弟对精神运动表现有积极的影响，这与参加课外体育活动没有观察到的联系。本研究的目的是探讨儿童早期教育(ECE)其他学习领域的心理运动表现、学术动机和学术表现之间的关系。另外，我们的目标是通过招聘教师来评估心理运动技能与学术表现之间的联系?意见。我们采用定量和定性技术相结合的研究设计混合方法。样本包括215名儿童(3岁?= =地理= =根据美国人口普查局的数据，该县总面积为，其中土地和(1.)水。使用的工具是EMAPI测试(儿童早期教育学术动机评估)、心理运动活动清单、访谈和小组讨论。教师?在其他领域，心理运动技能和学术表现之间存在着积极的关系。成行behaviors由引擎承认as的技能,the relationship with the linguistic field is affirmed and logical-mathematical技能are as most有益to引擎介绍的技能。其他结果表明，高学术动机与心理运动表现呈负相关。然而，有一个同伴被证明对心理运动表现有积极的影响，而参加课外体育活动对这个变量没有影响。
{"title":"Desarrollo psicomotor y su vinculación con la motivación hacia el aprendizaje y el rendimiento académico en Educación Infantil","authors":"María Belén Sánchez, P. G. Madrona, M. López","doi":"10.4438/1988-592X-RE-2021-392-483","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-392-483","url":null,"abstract":"espanolConocer las relaciones existentes, en Educacion Infantil (EI), entre el rendimiento psicomotor, la motivacion y el rendimiento academico en otros ambitos de aprendizaje ha sido el objetivo de esta investigacion. Ademas, se busca valorar la relacion entre la habilidad psicomotriz y el rendimiento academico a traves de las opiniones de los docentes. Se ha utilizado un diseno de investigacion de metodos mixtos, combinando tecnicas cuantitativas y cualitativas. La muestra esta compuesta por 215 ninos (3-6 anos) y 11 maestras de EI. Los instrumentos utilizados han sido test de motivacion EMAPI, Checklist of Psychomotor Activities, entrevistas y un grupo de discusion. A traves de las reflexiones de las maestras se corrobora una relacion positiva entre la habilidad psicomotriz y el rendimiento academico en otras areas. Las conductas autonomas se reconocen enriquecidas por las destrezas motoras, se afirma la relacion con el ambito linguistico y las habilidades logico-matematicas se presentan como aquellas que mas se benefician de la motricidad. Otros resultados revelan una alta motivacion que correlaciona negativamente con el rendimiento psicomotor. Se comprueba que tener un hermano influye positivamente en el rendimiento psicomotor, vinculo que no se observa con la asistencia a actividades fisicas extraescolares. EnglishThe objective of this study was to investigate the relationships between psychomotor performance, academic motivation and academic performance in other areas of learning in Early Childhood Education (ECE). Additionally, our goal was to evaluate the link between psychomotor skills and academic performance by soliciting teachers? opinions. We used a mixed methods research design, combining quantitative and qualitative techniques. The sample included 215 children (aged 3 ? 6 years) and 11 teachers in ECE. The instruments used were the EMAPI test (Assessment of Academic Motivation in Early Childhood Education), the Checklist of Psychomotor Activities, interviews and a group discussion. The teachers? reflections verified a positive relationship between psychomotor skills and academic performance in other areas. Autonomous behaviors are recognized as enriched by motor skills, the relationship with the linguistic field is affirmed and logical-mathematical skills are presented as most beneficial to motor skills. Other results reveal that high academic motivation was negatively correlated with psychomotor performance. Having a sibling, however, was shown to positively influence psychomotor performance, while participation in extracurricular physical activities had no effect on this variable.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83543201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-391-471
C. Romero-García, Patricia de Paz-Lugo, Olga Buzón-García, Enrique Navarro-Asencio
This research analyses the effectiveness of the Flipped classroom pedagogical model in the performance and satisfaction of future teachers, students of the Master’s Degree in Teacher Training in a completely online environment. A quantitative methodology is followed with a quasi-experimental design with a non-equivalent control group. The control group is made up of 103 students and the experimental group is made up of 119. The academic performance of both groups is compared, before and after the intervention, with a knowledge questionnaire and evaluating the results of their learning throughout the semester. In addition, their opinion on the experience was studied by means of a satisfaction questionnaire at the end of the course. Both groups show an equivalent level of knowledge at the pretest stage, and differences have been found upon completion of the intervention, where the experimental group reaches higher levels, being the medium effect size (r=0.66). The activities utilized to evaluate the results of the learning show the existence of statistically significant differences, being the average ranges higher in the experimental group in all activities, with a very large effect size in three of them (r=0.89, r=0.90 and r=0.96) and large in another (r=0.68). In relation to the degree of satisfaction of the students with the experience developed, all the dimensions analyzed obtain scores above 3.56 (on a scale of 1 to 4). After the implementation of the Flipped classroom model, a highly positive effect has been determined in the improvement of student learning, both in performance and in motivation, commitment and interaction between students and teacher. The need to incorporate the Flipped classroom model in the initial training of the teaching staff is concluded.
{"title":"Evaluación de una formación online basada en Flipped classroom","authors":"C. Romero-García, Patricia de Paz-Lugo, Olga Buzón-García, Enrique Navarro-Asencio","doi":"10.4438/1988-592X-RE-2021-391-471","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-391-471","url":null,"abstract":"This research analyses the effectiveness of the Flipped classroom pedagogical model in the performance and satisfaction of future teachers, students of the Master’s Degree in Teacher Training in a completely online environment. A quantitative methodology is followed with a quasi-experimental design with a non-equivalent control group. The control group is made up of 103 students and the experimental group is made up of 119. The academic performance of both groups is compared, before and after the intervention, with a knowledge questionnaire and evaluating the results of their learning throughout the semester. In addition, their opinion on the experience was studied by means of a satisfaction questionnaire at the end of the course. Both groups show an equivalent level of knowledge at the pretest stage, and differences have been found upon completion of the intervention, where the experimental group reaches higher levels, being the medium effect size (r=0.66). The activities utilized to evaluate the results of the learning show the existence of statistically significant differences, being the average ranges higher in the experimental group in all activities, with a very large effect size in three of them (r=0.89, r=0.90 and r=0.96) and large in another (r=0.68). In relation to the degree of satisfaction of the students with the experience developed, all the dimensions analyzed obtain scores above 3.56 (on a scale of 1 to 4). After the implementation of the Flipped classroom model, a highly positive effect has been determined in the improvement of student learning, both in performance and in motivation, commitment and interaction between students and teacher. The need to incorporate the Flipped classroom model in the initial training of the teaching staff is concluded.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79811508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-393-497
E. C. Rodríguez, A. B. Medina
espanolDesde sus inicios, la educacion STEM ha sido caracterizada a traves de distintos modelos. A pesar de esta diversidad, encontramos tres caracteristicas comunes en la literatura especializada —resolucion de problemas, aplicacion de contenidos en situaciones reales e interdisciplinariedad—. En este trabajo indagamos hasta que punto es posible implementar una Educacion STEM que se cina al plan de formacion inicial de maestros de Educacion Primaria vigente en Espana. Para ello, hemos realizado un analisis de documentos, en base a las tres caracteristicas propias de la educacion STEM, de las 236 guias docentes de las asignaturas de caracter basico u obligatorio relacionadas con las areas STEM de las universidades publicas espanolas. Los resultados muestran que la mayoria de las universidades contemplan en sus guias docentes del area de Matematicas y Ciencias Experimentales estas tres caracteristicas, siendo la resolucion de problemas la que mayor presencia tiene en todos los niveles curriculares de las guias (expectativas de aprendizaje, contenidos, metodologia y evaluacion). Concluimos que, la inclusion de la educacion STEM podria ser posible a traves de una integracion a nivel multidisciplinar, donde cada asignatura tiene sus propios objetivos pero se introducen tareas a traves de un tema comun. EnglishSince its creation, STEM education has been characterized and interpreted using various models. Despite this diversity, we find three common characteristics in specialized literature—problem solving, content application in real situations, and interdisciplinarity—. In this work, we study the possibility of developing STEM Education in the initial Primary teacher training in Spain. To this end, based on the specific characteristics of STEM Education, a document analysis of 236 syllabi was carried out. These analysed syllabi are those for the basic and compulsory subjects in Spanish public universities related to the STEM areas. The results show that most universities consider these three characteristics in their Mathematics and Experimental Science syllabi. Even so, problem solving is the characteristic that is most present in the documents and in the curricular levels of the syllabi (learning expectations, contents, methodology and evaluation). In conclusion, incorporating STEM Education could be possible through the multidisciplinary integration, where each subject has its own objectives but tasks are introduced through a common issue.
{"title":"Educación STEM y formación del profesorado de primaria en España","authors":"E. C. Rodríguez, A. B. Medina","doi":"10.4438/1988-592X-RE-2021-393-497","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-393-497","url":null,"abstract":"espanolDesde sus inicios, la educacion STEM ha sido caracterizada a traves de distintos modelos. A pesar de esta diversidad, encontramos tres caracteristicas comunes en la literatura especializada —resolucion de problemas, aplicacion de contenidos en situaciones reales e interdisciplinariedad—. En este trabajo indagamos hasta que punto es posible implementar una Educacion STEM que se cina al plan de formacion inicial de maestros de Educacion Primaria vigente en Espana. Para ello, hemos realizado un analisis de documentos, en base a las tres caracteristicas propias de la educacion STEM, de las 236 guias docentes de las asignaturas de caracter basico u obligatorio relacionadas con las areas STEM de las universidades publicas espanolas. Los resultados muestran que la mayoria de las universidades contemplan en sus guias docentes del area de Matematicas y Ciencias Experimentales estas tres caracteristicas, siendo la resolucion de problemas la que mayor presencia tiene en todos los niveles curriculares de las guias (expectativas de aprendizaje, contenidos, metodologia y evaluacion). Concluimos que, la inclusion de la educacion STEM podria ser posible a traves de una integracion a nivel multidisciplinar, donde cada asignatura tiene sus propios objetivos pero se introducen tareas a traves de un tema comun. EnglishSince its creation, STEM education has been characterized and interpreted using various models. Despite this diversity, we find three common characteristics in specialized literature—problem solving, content application in real situations, and interdisciplinarity—. In this work, we study the possibility of developing STEM Education in the initial Primary teacher training in Spain. To this end, based on the specific characteristics of STEM Education, a document analysis of 236 syllabi was carried out. These analysed syllabi are those for the basic and compulsory subjects in Spanish public universities related to the STEM areas. The results show that most universities consider these three characteristics in their Mathematics and Experimental Science syllabi. Even so, problem solving is the characteristic that is most present in the documents and in the curricular levels of the syllabi (learning expectations, contents, methodology and evaluation). In conclusion, incorporating STEM Education could be possible through the multidisciplinary integration, where each subject has its own objectives but tasks are introduced through a common issue.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79392920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-394-503
C. A. Delgado, M. Pallarès
{"title":"Mediational effect of basic and intermediate reading skills on the relationship between first year Compulsory Secondary Education students’ comprehension and academic performance","authors":"C. A. Delgado, M. Pallarès","doi":"10.4438/1988-592X-RE-2021-394-503","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2021-394-503","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73333969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4438/1988-592X-RE-2021-393-494
J. Ayuso, Rocío Garrido Martos
espanolLos programas de formacion inicial del profesorado estan sometidos a una gran presion dado que se les estima la funcion y la exigencia de formar a docentes altamente preparados para la complejidad que su ejercicio profesional requiere. Sin embargo, sabemos que la profesion docente tiene una enorme complejidad y su desarrollo profesional debe darse de forma progresiva. En este sentido, la formacion inicial constituye un elemento esencial. Por ello, en este articulo se analizan las percepciones sobre la formacion inicial y el acceso a la profesion de los docentes en activo de la Educacion Obligatoria en Espana. La investigacion ha seguido un diseno ex post facto. Se ha disenado un cuestionario ad hoc que cuenta con una validacion robusta en cuatro fases, con una muestra 1148 docentes. Los analisis incluyen tanto estadistica descriptiva (porcentajes y mediana) como inferencial no parametrica (mediante las pruebas U-Mann Whitney y H de Kruskal Wallis). Los resultados manifiestan una valoracion negativa de los actuales sistemas tanto de formacion inicial como de acceso a la profesion. Sin embargo, tambien se encuentran diferencias significativas relevantes en la formacion inicial; estas existen, por un lado, entre de los docentes que ejercen en Educacion Primaria y los que lo hacen en Educacion Secundaria y, por otra parte, en las cuestiones relativas al acceso a la profesion se observan diferencias significativas en funcion de la titularidad del centro en la que ejercen la docencia. Se confirma un acuerdo generalizado entre los docentes en la pertinencia de modificar tanto la formacion inicial como el acceso a la profesion. Tambien se ha confirmado que la profesion docente es un colectivo heterogeneo y, por tanto, las medidas no pueden ser las mismas para todos. EnglishInitial teacher education programs are under great pressure because they are expected to train teachers who are highly prepared for the complexity that their professional practice requires. However, we know that the teaching profession is extremely complex, and its professional development must be progressive. In this sense, initial training is an essential element. For this reason, this paper analyzes the perceptions about initial teacher education and access to the profession of active teachers of compulsory education in schools in Spain. The research followed an ex post facto design. An ad hoc questionnaire has been designed with a robust validation in four phases, applied to 1148 teachers. The analyses include both descriptive (percentage and median) and nonparametric inferential statistics (U-Mann Whitney and H de Kruskal Wallis tests). Results show a negative evaluation of the current systems for both initial training and access to the profession. However, significant differences are also found. In initial teacher education these exist, on one hand, between teachers who work in Primary Education and those who work in Secondary Education and, on the other hand, in questions
西班牙的初级教师培训项目面临着巨大的压力，因为它们的功能和需求被认为是为其专业实践所要求的复杂性做好充分准备的教师。然而，我们知道，教师职业是极其复杂的，其专业发展必须逐步进行。在这方面，初步训练是必不可少的。因此，本文分析了西班牙义务教育中活跃教师的初始培训和职业准入的看法。调查是事后进行的。我们设计了一份特别的问卷，在四个阶段进行了强有力的验证，样本为1148名教师。分析包括描述性统计(百分比和中位数)和非参数推理(使用U-Mann Whitney检验和Kruskal Wallis H检验)。结果显示，对现有的初级培训和职业准入制度的评价都是负面的。然而，在初始培训方面也发现了显著的相关差异;这些分歧,一方面教师对初级教育和中学教育中所做,另一方面,在获得profesion查出问题重大差异函数行使所有权中心教学。教师们普遍认为，改变初级培训和进入职业的途径都是必要的。它还证实，教师职业是一个异质性的群体，因此不可能对所有人采取相同的措施。英语初级教师教育方案面临巨大压力，因为期望培训的教师对其专业实践要求的复杂性做好充分准备。然而，我们知道，教学职业极其复杂，其专业发展必须循序渐进。在这方面，初步训练是必不可少的。为此，本文分析了西班牙学校对初级教师教育和进入义务教育积极教师职业的看法。The design research落实an事后。为1148名教师设计了一份特别问卷，并在四个阶段进行了强有力的验证。分析包括描述性(百分比和中位数)和非参数推断统计(U-Mann Whitney和H de Kruskal Wallis检验)。结果显示，对目前的初步培训和进入该职业的制度评价消极。然而，也发现了显著的差异。在初级教师教育中，一方面，从事小学教育的教师和从事中学教育的教师之间存在这些差异，另一方面，在与进入该职业有关的问题上，根据他们所任教的中心类型，可以观察到显著的差异。教师之间普遍同意，应当修改初步培训和进入该专业的途径。它还证实，教学职业是一个异质性群体，因此各项措施对所有人都不可能相同。
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