This article gives an account of the stages involved in validating a structural model to address teaching skills and aptitudes among instructors and professors in the field of Secondary Technical Vocational Education (EMPT – Spanish acronym). For the validity of the construct and the criteria, a questionnaire was developed that includes sentences and phrases associated with the latent variables; namely, professional action, social competence and professional teaching vocation. These variables were evaluated with the help of national and international experts. Then, the content validity index was determined, and the behavior of the conceptual assessment scale and the instrument was evaluated in a random sample, using confirmatory factor analysis. The article ends with a look at the theoretical convergence of the new structural models that are revealed, based on the initial choice of constructs adjusted to the reality of EMPT teachers in Chile who work in environments where there is a high degree of social vulnerability.
{"title":"Validación de un modelo de competencias pedagógicas para docentes de Educación Media Técnica","authors":"M. Romero-Jeldres, Tarik Faouzi Nadim","doi":"10.5294/EDU.2018.21.1.6","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.6","url":null,"abstract":"This article gives an account of the stages involved in validating a structural model to address teaching skills and aptitudes among instructors and professors in the field of Secondary Technical Vocational Education (EMPT – Spanish acronym). For the validity of the construct and the criteria, a questionnaire was developed that includes sentences and phrases associated with the latent variables; namely, professional action, social competence and professional teaching vocation. These variables were evaluated with the help of national and international experts. Then, the content validity index was determined, and the behavior of the conceptual assessment scale and the instrument was evaluated in a random sample, using confirmatory factor analysis. The article ends with a look at the theoretical convergence of the new structural models that are revealed, based on the initial choice of constructs adjusted to the reality of EMPT teachers in Chile who work in environments where there is a high degree of social vulnerability.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"21 1","pages":"114-132"},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49576659","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}
The publication of school textbooks in Chile puts large sums of money into play each year, which makes it a very desirable industry. This underscores the crucial importance of investigating to what extent these textbooks are consistent with the didactic purpose for which they are intended. This study is a continuation of previous research that was done on the quality of textbooks used by Chilean public schools in the history and social sciences subsector, so as to evaluate to what extent recent years (2012-2016) have seen changes in their conception and make-up that might indicate an improvement in their quality and contribution as a crucial tool to support the teaching process. One of the prime objectives was to identify the major strengths and weaknesses of the selected texts, using their content as a variable, which is dimensioned according to certain indicators of form and substance. A sample of textbooks from the period between 2012 and 2016 that were published or republished for the Ministry of Education (MINEDUC) in 2016 was selected for this purpose. Then, the indicators for the dimensions of the variable and the subsequent analysis were defined. The results were presented and keyed to those of the previous study. One of the main conclusions indicates there is an urgent need to review certain essential aspects; namely, impartiality in the way content is treated and objectivity in the presentation of facts and phenomena, as well as an adequate explanation based on their causes and effects.
{"title":"Textos escolares: consideraciones didácticas","authors":"R. Elías","doi":"10.5294/EDU.2018.21.1.4","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.4","url":null,"abstract":"The publication of school textbooks in Chile puts large sums of money into play each year, which makes it a very desirable industry. This underscores the crucial importance of investigating to what extent these textbooks are consistent with the didactic purpose for which they are intended. This study is a continuation of previous research that was done on the quality of textbooks used by Chilean public schools in the history and social sciences subsector, so as to evaluate to what extent recent years (2012-2016) have seen changes in their conception and make-up that might indicate an improvement in their quality and contribution as a crucial tool to support the teaching process. One of the prime objectives was to identify the major strengths and weaknesses of the selected texts, using their content as a variable, which is dimensioned according to certain indicators of form and substance. A sample of textbooks from the period between 2012 and 2016 that were published or republished for the Ministry of Education (MINEDUC) in 2016 was selected for this purpose. Then, the indicators for the dimensions of the variable and the subsequent analysis were defined. The results were presented and keyed to those of the previous study. One of the main conclusions indicates there is an urgent need to review certain essential aspects; namely, impartiality in the way content is treated and objectivity in the presentation of facts and phenomena, as well as an adequate explanation based on their causes and effects.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"21 1","pages":"73-92"},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49316822","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}
Interests with respect to training, motivation and sense of life among workers who are in the process of early retirement were determined in order to propose pertinent educational strategies. The quantitative paradigm used to accomplish this was based on non-probabilistic convenience sampling. The sample was taken from a group of workers at a private university in Colombia, which circumscribes the validity of the conclusions to similar contexts. The results show the greatest interest among workers in an early retirement process, with respect to ongoing training, are focused on health, information technology, human relations and issues related to entrepreneurship.
{"title":"Intereses de formación, motivación y sentido de vida en trabajadores en proceso de prejubilación","authors":"Sara Esperanza Lucero Revelo, Eunice Yarce Pinzón","doi":"10.5294/EDU.2018.21.1.5","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.5","url":null,"abstract":"Interests with respect to training, motivation and sense of life among workers who are in the process of early retirement were determined in order to propose pertinent educational strategies. The quantitative paradigm used to accomplish this was based on non-probabilistic convenience sampling. The sample was taken from a group of workers at a private university in Colombia, which circumscribes the validity of the conclusions to similar contexts. The results show the greatest interest among workers in an early retirement process, with respect to ongoing training, are focused on health, information technology, human relations and issues related to entrepreneurship.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"21 1","pages":"95-113"},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44418139","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}
In Argentina, the use of virtual environments in e-learning or in blended learning designs is mostly a question of individual willingness or that of a small group. Considering the local context, we analyzed the narratives of ten university teachers who began to use a virtual environment as a complement to their regular classes. The analysis axes were characterizations of their ideal and regular students, conceptions about group collaborative learning, and expected fears and difficulties with the experience to come. Teachers emphatically described the differences between their usual students and their ideal students. They normally proposed collaborative tasks for their students and positively valued this type of teaching strategy. Nevertheless, the most important expected difficulty was the technical management of the platform and the results showed diversity with respect to their anticipated difficulties. It emerged from the data that one of the main concerns of teachers was the students’ motivation in terms of both regular classes and for the future use of Moodle.
{"title":"Concepciones de docentes sobre los estudiantes y sus prácticas pedagógicas","authors":"Ana Borgobello, Mariana Sartori, L. Sanjurjo","doi":"10.5294/EDU.2018.21.1.2","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.2","url":null,"abstract":"In Argentina, the use of virtual environments in e-learning or in blended learning designs is mostly a question of individual willingness or that of a small group. Considering the local context, we analyzed the narratives of ten university teachers who began to use a virtual environment as a complement to their regular classes. The analysis axes were characterizations of their ideal and regular students, conceptions about group collaborative learning, and expected fears and difficulties with the experience to come. Teachers emphatically described the differences between their usual students and their ideal students. They normally proposed collaborative tasks for their students and positively valued this type of teaching strategy. Nevertheless, the most important expected difficulty was the technical management of the platform and the results showed diversity with respect to their anticipated difficulties. It emerged from the data that one of the main concerns of teachers was the students’ motivation in terms of both regular classes and for the future use of Moodle.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"21 1","pages":"27-48"},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49234582","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}
Nancy Arrieta-Reales, G. Gaviria-García, J. R. Consuegra-Machado
A bibliographic analysis is presented on the role management of intellectual capital plays in the quality of Colombian institutions of higher education (IHE). It is based on a systematic review of articles that were published in journals indexed in Scielo, Latindex, PubMed, Redalyc and Dialnet, between 1996 to 2015, UNESCO documents and books published in Argentina in 1997, in Valencia, Spain in 2009 and 2011, in Bogota in 1993, and in the United States in 1999. Forty- ve (45) bibliographical references were selected. The historical analysis shows existing intellectual-capitalmanagement models respond to the needs of consumer companies, but not to those of IHEs. Another result concerns the components that make up the quality of higher education and how many of them refer to intellectual capital management, including a build-up in research and innovation processes at IHEs. Therefore, a new system for managing intellectual capital is needed, particularly one that responds to the fundamental functions of IHEs and has enough scope, as required by the nature of knowledge management, to be able to strengthen their quality processes with an eye towards greater recognition and positioning in society.
{"title":"Papel del capital intelectual en la calidad de las Instituciones de Educación Superior en Colombia","authors":"Nancy Arrieta-Reales, G. Gaviria-García, J. R. Consuegra-Machado","doi":"10.5294/EDU.2017.20.3.5","DOIUrl":"https://doi.org/10.5294/EDU.2017.20.3.5","url":null,"abstract":"A bibliographic analysis is presented on the role management of intellectual capital plays in the quality of Colombian institutions of higher education (IHE). It is based on a systematic review of articles that were published in journals indexed in Scielo, Latindex, PubMed, Redalyc and Dialnet, between 1996 to 2015, UNESCO documents and books published in Argentina in 1997, in Valencia, Spain in 2009 and 2011, in Bogota in 1993, and in the United States in 1999. Forty- ve (45) bibliographical references were selected. The historical analysis shows existing intellectual-capitalmanagement models respond to the needs of consumer companies, but not to those of IHEs. Another result concerns the components that make up the quality of higher education and how many of them refer to intellectual capital management, including a build-up in research and innovation processes at IHEs. Therefore, a new system for managing intellectual capital is needed, particularly one that responds to the fundamental functions of IHEs and has enough scope, as required by the nature of knowledge management, to be able to strengthen their quality processes with an eye towards greater recognition and positioning in society.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"20 1","pages":"419-433"},"PeriodicalIF":0.0,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47616665","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}
John Fredy Henao-Arias, José Hoover Vanegas-García, Andrés Elías Marín-Rodríguez
The main objective of this article is to review articles from indexed journals, dissertations, books and book chapters that deal with the issue of emotions, but more specifically, the topic of emotions in teaching. It takes into account the most important studies that were conducted worldwide from 1993 to 2016. An approach to the term “emotion” is presented based on contemporary theoretical referents and different fields of knowledge, such as neuroscience, psychology, sociology and philosophy. Then, the emotional work and the emotional geography of teaching are examined. The conclusion emphasizes that emotions play a key role in the teaching process, since the teacher’s willingness to instruct depends on them. Moreover, emotions are mediators in the teacher’s decision-making with respect to educational action. This work is part of “La ira, la alegria y la tristeza de los profesores: una mirada desde la ensenanza” (“Teachers’ Anger, Joy and Sadness: Explored from the Standpoint of Teaching”), a study developed for a master’s degree in education at the Universidad Catolica de Manizales.
本文的主要目的是回顾索引期刊、学位论文、书籍和书籍章节中涉及情感问题的文章，但更具体地说，是教学中的情感主题。它考虑了1993年至2016年在全球范围内进行的最重要的研究。基于当代的理论参考和不同的知识领域，如神经科学、心理学、社会学和哲学，提出了一种对“情绪”一词的理解方法。然后，对情感工作和情感地理教学进行了考察。结论强调情感在教学过程中起着关键作用，因为教师的教学意愿取决于情感。此外，情绪是教师在教育行动决策中的中介。这项工作是“La ira，La alegria y La tristeza de los profesores:una mirada desde La ensenanza”（“教师的愤怒、喜悦和悲伤：从教学的角度探索”）的一部分，这是一项在马尼萨莱斯天主教大学为获得教育硕士学位而开发的研究。
{"title":"La enseñanza en vilo de las emociones: una perspectiva emocional de la educación","authors":"John Fredy Henao-Arias, José Hoover Vanegas-García, Andrés Elías Marín-Rodríguez","doi":"10.5294/edu.2017.20.3.7","DOIUrl":"https://doi.org/10.5294/edu.2017.20.3.7","url":null,"abstract":"The main objective of this article is to review articles from indexed journals, dissertations, books and book chapters that deal with the issue of emotions, but more specifically, the topic of emotions in teaching. It takes into account the most important studies that were conducted worldwide from 1993 to 2016. An approach to the term “emotion” is presented based on contemporary theoretical referents and different fields of knowledge, such as neuroscience, psychology, sociology and philosophy. Then, the emotional work and the emotional geography of teaching are examined. The conclusion emphasizes that emotions play a key role in the teaching process, since the teacher’s willingness to instruct depends on them. Moreover, emotions are mediators in the teacher’s decision-making with respect to educational action. This work is part of “La ira, la alegria y la tristeza de los profesores: una mirada desde la ensenanza” (“Teachers’ Anger, Joy and Sadness: Explored from the Standpoint of Teaching”), a study developed for a master’s degree in education at the Universidad Catolica de Manizales.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"20 1","pages":"451-465"},"PeriodicalIF":0.0,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43098540","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}
Luz Eugenia Montero-Ossandón, Paz Valverde-Forttes, A. Dois-Castellón, Mauricio Bicocca-Gino, Carmen Aída Domínguez-Hidalgo
Sex education in Catholic schools the world over poses a challenge. Since 2010, all schools in Chile have been required by law to offer a sex education program. However, little has been done to evaluate its implementation in schools that identify as Catholic. The article explores the difficulties and challenges perceived by teachers who are in charge of sex education at Catholic schools in the metropolitan area of Santiago de Chile. Method: A qualitative design was used and data was collected through semi-structured interviews, based on a thematic script concerning an intentional sample. A descriptive and relational analysis was carried out, using grounded theory procedures. Theoretical saturation of the data was the criterion for completion. The main difficulties found with sex education in Catholic schools are: the tension between the postulates of Catholic doctrine, the experiences of young people, an environment that is erotic and adverse to Christian values; and the beliefs of families and teachers. In addition, there is a lack of participation on the part of families and the operational difficulty of imparting education of this type, due to want of protec- ted time, adequate infrastructure and trained teachers.
{"title":"La educación sexual: un desafío para la educación católica","authors":"Luz Eugenia Montero-Ossandón, Paz Valverde-Forttes, A. Dois-Castellón, Mauricio Bicocca-Gino, Carmen Aída Domínguez-Hidalgo","doi":"10.5294/EDU.2017.20.3.1","DOIUrl":"https://doi.org/10.5294/EDU.2017.20.3.1","url":null,"abstract":"Sex education in Catholic schools the world over poses a challenge. Since 2010, all schools in Chile have been required by law to offer a sex education program. However, little has been done to evaluate its implementation in schools that identify as Catholic. The article explores the difficulties and challenges perceived by teachers who are in charge of sex education at Catholic schools in the metropolitan area of Santiago de Chile. Method: A qualitative design was used and data was collected through semi-structured interviews, based on a thematic script concerning an intentional sample. A descriptive and relational analysis was carried out, using grounded theory procedures. Theoretical saturation of the data was the criterion for completion. The main difficulties found with sex education in Catholic schools are: the tension between the postulates of Catholic doctrine, the experiences of young people, an environment that is erotic and adverse to Christian values; and the beliefs of families and teachers. In addition, there is a lack of participation on the part of families and the operational difficulty of imparting education of this type, due to want of protec- ted time, adequate infrastructure and trained teachers.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"20 1","pages":"343-363"},"PeriodicalIF":0.0,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43581575","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}
Ángela Elvira Cortés-Ramírez, L. H. González-Ocampo
The objective of this study is to understand the institutional aspects that promote or hinder mainstreaming the environmental dimension in the curriculum at the Luis Carlos Galan Sarmiento School in the city of Villavicencio (Colombia). The research was based on the complexity paradigm, using a mixed approach as part of a concurrent nested design (DIAC) in which quantitative and qualitative data were gathered simultaneously. Important aspects were identi ed to enhance e orts to mainstream the environmental dimension in the curriculum. The results show the need for an institutional teaching model that responds to an emancipatory desire, to conceptual reinforcement with respect to the environment, and to a transformative role for environmental education by including it as a main element in the curriculum. Conceptual elements were found in the area plans that can be associated with the systemic vision, primarily from the Social and Natural Sciences. This allows for environmental mainstreaming in the curriculum, starting with concepts that emerge from the analysis. On the other hand, teaching-learning proposals are needed that contemplate a dialogue on knowledge and coherence between environmental attitudes and behavior directed towards the educational community. Along this line, the PRAE (School Environmental Project) strategy is recognized in the development of environmental education, but there are methodological limitations to working towards a change in environmental attitudes.
本研究的目的是了解促进或阻碍维拉维森西奥市Luis Carlos Galan Sarmiento学校将环境层面纳入课程主流的制度方面（哥伦比亚）。该研究基于复杂性范式，使用混合方法作为并行嵌套设计（DIAC）的一部分，同时收集定量和定性数据。确定了重要方面，以加强电子竞技，将环境维度纳入课程主流。研究结果表明，需要一种机构教学模式，通过将环境教育作为课程的主要元素，来回应解放的愿望、对环境的概念强化，以及对环境教育的变革作用。在区域规划中发现了与系统愿景相关的概念元素，主要来自社会科学和自然科学。这允许将环境问题纳入课程主流，从分析中产生的概念开始。另一方面，教学建议需要考虑针对教育界的知识对话以及环境态度和行为之间的一致性。沿着这条路线，学校环境项目战略在环境教育的发展中得到了认可，但在努力改变环境态度方面存在方法上的局限性。
{"title":"Dimensión ambiental en el currículo de educación básica y media","authors":"Ángela Elvira Cortés-Ramírez, L. H. González-Ocampo","doi":"10.5294/EDU.2017.20.3.3","DOIUrl":"https://doi.org/10.5294/EDU.2017.20.3.3","url":null,"abstract":"The objective of this study is to understand the institutional aspects that promote or hinder mainstreaming the environmental dimension in the curriculum at the Luis Carlos Galan Sarmiento School in the city of Villavicencio (Colombia). The research was based on the complexity paradigm, using a mixed approach as part of a concurrent nested design (DIAC) in which quantitative and qualitative data were gathered simultaneously. Important aspects were identi ed to enhance e orts to mainstream the environmental dimension in the curriculum. The results show the need for an institutional teaching model that responds to an emancipatory desire, to conceptual reinforcement with respect to the environment, and to a transformative role for environmental education by including it as a main element in the curriculum. Conceptual elements were found in the area plans that can be associated with the systemic vision, primarily from the Social and Natural Sciences. This allows for environmental mainstreaming in the curriculum, starting with concepts that emerge from the analysis. On the other hand, teaching-learning proposals are needed that contemplate a dialogue on knowledge and coherence between environmental attitudes and behavior directed towards the educational community. Along this line, the PRAE (School Environmental Project) strategy is recognized in the development of environmental education, but there are methodological limitations to working towards a change in environmental attitudes.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"20 1","pages":"382-399"},"PeriodicalIF":0.0,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45056660","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}
Sara del Rosario Castillo-Miranda, G. Castro, Carolina Hidalgo-Standen
This study offers a critical analysis of the implications of teacher performance evaluation processes, from the standpoint of multi-grade rural school teachers. Using a qualitative design, opinions were gathered from 56 teachers working in rural schools in eight regions of Chile. As a data collection technique, a semi-structured interview was used to explore what teachers think about the evaluation instruments contained in the National System for the Teaching Performance Evaluation (“Docentemas”). Although teachers accept the evaluation process, the results show they question the methodological relevance of the instruments being used because it is felt they are out of sync with the reality of education at multi-grade rural schools in Chile. In conclusion, the teacher evaluation processes currently being applied nationwide are not suitable for multi-grade rural schools, nor are they well regarded by teachers. Therefore, it is necessary to have processes that are appropriate for this school environment and for those who teach there. On the other hand, educational systems and their diverse expressions in schools must be exible enough to adapt to the extremely diverse realities that constitute them.
{"title":"La evaluación del desempeño docente desde la perspectiva de profesores de educación rural","authors":"Sara del Rosario Castillo-Miranda, G. Castro, Carolina Hidalgo-Standen","doi":"10.5294/EDU.2017.20.3.2","DOIUrl":"https://doi.org/10.5294/EDU.2017.20.3.2","url":null,"abstract":"This study offers a critical analysis of the implications of teacher performance evaluation processes, from the standpoint of multi-grade rural school teachers. Using a qualitative design, opinions were gathered from 56 teachers working in rural schools in eight regions of Chile. As a data collection technique, a semi-structured interview was used to explore what teachers think about the evaluation instruments contained in the National System for the Teaching Performance Evaluation (“Docentemas”). Although teachers accept the evaluation process, the results show they question the methodological relevance of the instruments being used because it is felt they are out of sync with the reality of education at multi-grade rural schools in Chile. In conclusion, the teacher evaluation processes currently being applied nationwide are not suitable for multi-grade rural schools, nor are they well regarded by teachers. Therefore, it is necessary to have processes that are appropriate for this school environment and for those who teach there. On the other hand, educational systems and their diverse expressions in schools must be exible enough to adapt to the extremely diverse realities that constitute them.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"20 1","pages":"364-381"},"PeriodicalIF":0.0,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42438664","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}
The present study has three objectives. One is to assess the link that exists between the time perspective in present life and the transcendent future perspective in students of higher education, based on the results of the application of two questionnaires designed by Zimbardo and Boyd. It also is designed to analyze the relationship between these time factors and demographic variables such as age and gender, belonging to an institution, and the practice of a religion. Finally, pursuant to the information obtained, the study is intended to offer input on the orienting or guiding action of academic advisors and its influence on the development of a student’s life project. First, a theoretical framework on the construct of the time perspective and on the guiding action of a tutor or advisor is broken down. Then, the information obtained from a sample of 351 Argentine students at four institutions of higher learning is described and analyzed. Finally, several educational guidelines are introduced that can be used in academic counselling. The data that was collected show a strong correlation between time factors and how to cope with present time. In effect, this link occurs between factors such as Negative Past, Hedonist Present and Fatalist Present, on the one hand; and between Future, Transcendent Future and Positive Present factors and Positive Present and Future factors, on the other. Similarly, differences were found when linking with dimensions with demographic aspects, mainly with belonging to an institution and gender.
{"title":"Perspectiva temporal de los universitarios: implicaciones para la orientación educativa","authors":"F. Daura","doi":"10.5294/EDU.2017.20.3.4","DOIUrl":"https://doi.org/10.5294/EDU.2017.20.3.4","url":null,"abstract":"The present study has three objectives. One is to assess the link that exists between the time perspective in present life and the transcendent future perspective in students of higher education, based on the results of the application of two questionnaires designed by Zimbardo and Boyd. It also is designed to analyze the relationship between these time factors and demographic variables such as age and gender, belonging to an institution, and the practice of a religion. Finally, pursuant to the information obtained, the study is intended to offer input on the orienting or guiding action of academic advisors and its influence on the development of a student’s life project. First, a theoretical framework on the construct of the time perspective and on the guiding action of a tutor or advisor is broken down. Then, the information obtained from a sample of 351 Argentine students at four institutions of higher learning is described and analyzed. Finally, several educational guidelines are introduced that can be used in academic counselling. The data that was collected show a strong correlation between time factors and how to cope with present time. In effect, this link occurs between factors such as Negative Past, Hedonist Present and Fatalist Present, on the one hand; and between Future, Transcendent Future and Positive Present factors and Positive Present and Future factors, on the other. Similarly, differences were found when linking with dimensions with demographic aspects, mainly with belonging to an institution and gender.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"20 1","pages":"403-418"},"PeriodicalIF":0.0,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42964549","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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