Pelusa Orellana García, M. F. Valenzuela, Kattia Muñoz
Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables Impacto da leitura repetida interativa nas habilidades verbais de estudantes pre-escolares em contextos vulneraveis This study describes the implementation of repeated interactive read-aloud, as an activity to increase the vocabulary and semantic awareness of Chilean preschool students in vulnerable contexts. This research involved 47 prekindergarten students, divided into the experimental and control groups. Teachers and assistants of the experimental group received training in the use of repeated interactive read-aloud, which included conceptual definitions, demonstrations, assistance, reading books and activity materials; the control group received only the reading books. The results of students were compared by means of descriptive and variance analyses. Significant improvements in receptive vocabulary were observed in the experimental group, but not in meta-semantic skills, such as the use of analogies, identification of meaningless texts, and similarities and differences. The study concluded that the whole combination of speaking and iconic teaching strategies benefits the acquisition of receptive vocabulary. Para citar este articulo / To reference this article / Para citar este artigo Orellana-Garcia, P. , Valenzuela, M. F. y Munoz, K. (2018). Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables. Educacion y Educadores 21 (3), 409-432. DOI: 10.5294/edu.2018.21.3.3 Recibido: 25/02/2018 Aprobado: 11/11/2018
重复演讲的影响对易受伤害的环境中的语言习惯的影响重复演讲的相互影响对易受到伤害的环境下的语言习惯。本研究描述了重复互动朗读的实施，作为一项提高智利学龄前学生在弱势环境中的词汇和语义意识的活动。本研究涉及47名幼儿园前学生，分为实验组和对照组。实验组的教师和助手接受了使用重复互动朗读的培训，其中包括概念定义、演示、辅助、阅读书籍和活动材料；对照组只接受阅读书籍。采用描述性和方差分析的方法对学生的结果进行比较。实验组在接受性词汇方面有显著改善，但在元语义技能方面没有显著改善，如类比的使用、无意义文本的识别以及异同。研究得出结论，口语和标志性教学策略的整体结合有利于接受性词汇的习得。Para citar este articlo/引用本文/Para citer este artigo Orellana Garcia，P.，Valenzuela，M.F.y Munoz，K.（2018）。重复演讲的影响对脆弱环境下的普通语言习惯产生了影响。教育与教育21（3），409-432。DOI:10.5294/edu.2018.21.3.3 Recibido:25/02/2018 Aprobado:11/11/2018
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Jairo Andrés Montes Gonzáles, Solanlly Ochoa Angrino, David Sebastián Baldeón Padilla, Mariana Bonilla Sáenz
Videojuegos educativos y pensamiento cientifico: analisis a partir de los componentes cognitivos, metacognitivos y motivacionales Videogames educativos e pensamento cientifico: analise a partir dos componentes cognitivos, metacognitivos e motivacionais A literature review is presented to identify diverse research positions on the use of videogames in educational contexts. These positions were differentiated based on two categorizations. Firstly, aspects privileged by research for favoring scientific thinking development, such as cognitive, metacognitive and/or motivational components, were categorized. Secondly, the type of representation that research assumed when introducing videogames in education was classified. This classification derived in the proposal of two levels of representation: the level of integration, which refers to the conception of the use of videogames for their potential to present contents, transmit and communicate information; and the level of reorientation, which refers to a conception where the videogame is not the focus, but its potential to promote highorder skills, build knowledge and create interactions in an educational context. It is concluded that it is relevant to define under what representation, conditions and characteristics a videogame is used in educational contexts since this may or may not bolster the potential of this resource as a cultural tool in education. Para citar este articulo / To reference this article / Para citar este artigo Montes-Gonzalez, J. A. , Ochoa-Angrino, S. , Baldeon-Padilla, D. S. y Bonilla-Saenz, M. (2018). Videojuegos educativos y pensamiento cientifico: analisis a partir de los componentes cognitivos, metacognitivos y motivacionales. Educacion y Educadores, 21 (3), 388-408. DOI: 10.5294/edu.2018.21.3.2 Recibido: 19/04/2018 Aprobacion: 11/11/2018
电子游戏的教育、认知、元认知、动机:分析电子游戏的教育、元认知、动机:分析电子游戏的教育、元认知、动机:分析电子游戏在教育背景下的不同研究立场。这些立场是根据两类来区分的。首先，对科学思维发展的认知成分、元认知成分和动机成分进行了分类。其次，在教育中引入电子游戏时，研究假设的表现类型是分类的。这种分类源自两种表现水平:整合水平，指的是利用电子游戏呈现内容、传递和交流信息的潜力;重新定位的层次，指的是一种概念，即电子游戏不是重点，但它具有提升高级技能、构建知识和在教育环境中创造互动的潜力。结论是，定义电子游戏在教育环境中的表现、条件和特征是相关的，因为这可能会或可能不会增强这种资源作为教育文化工具的潜力。Para citar este articulo /引用本文/ Para citar este artigo Montes-Gonzalez, J. A.， Ochoa-Angrino, S.， Baldeon-Padilla, D. S. y Bonilla-Saenz, M.(2018)。视频将教育与科学结合起来:分析一个人的认知，元认知和动机。教育与教育，21(3)，388-408。DOI: 10.5294/edu.2018.21.3.2 Recibido: 19/04/2018方法:11/11/2018
{"title":"Videojuegos educativos y pensamiento científico: análisis a partir de los componentes cognitivos, metacognitivos y motivacionales","authors":"Jairo Andrés Montes Gonzáles, Solanlly Ochoa Angrino, David Sebastián Baldeón Padilla, Mariana Bonilla Sáenz","doi":"10.5294/EDU.2018.21.3.2","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.3.2","url":null,"abstract":"Videojuegos educativos y pensamiento cientifico: analisis a partir de los componentes cognitivos, metacognitivos y motivacionales Videogames educativos e pensamento cientifico: analise a partir dos componentes cognitivos, metacognitivos e motivacionais A literature review is presented to identify diverse research positions on the use of videogames in educational contexts. These positions were differentiated based on two categorizations. Firstly, aspects privileged by research for favoring scientific thinking development, such as cognitive, metacognitive and/or motivational components, were categorized. Secondly, the type of representation that research assumed when introducing videogames in education was classified. This classification derived in the proposal of two levels of representation: the level of integration, which refers to the conception of the use of videogames for their potential to present contents, transmit and communicate information; and the level of reorientation, which refers to a conception where the videogame is not the focus, but its potential to promote highorder skills, build knowledge and create interactions in an educational context. It is concluded that it is relevant to define under what representation, conditions and characteristics a videogame is used in educational contexts since this may or may not bolster the potential of this resource as a cultural tool in education. Para citar este articulo / To reference this article / Para citar este artigo Montes-Gonzalez, J. A. , Ochoa-Angrino, S. , Baldeon-Padilla, D. S. y Bonilla-Saenz, M. (2018). Videojuegos educativos y pensamiento cientifico: analisis a partir de los componentes cognitivos, metacognitivos y motivacionales. Educacion y Educadores, 21 (3), 388-408. DOI: 10.5294/edu.2018.21.3.2 Recibido: 19/04/2018 Aprobacion: 11/11/2018","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823630","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}
Los buenos profesores en la mirada de padres y apoderados Os bons professores. Um olhar a partir dos pais e responsaveis legais The aim of this study is to understand what it means to be a “good teacher” for parents and guardians in a vulnerable school in Santiago de Chile (Chile), from the identification and description of the characteristics of this relevant educational actor. A qualitative methodology with a phenomenological approach was used to analyze the discourses of 20 families. Based on in-depth interviews and a discussion group, when it comes to conceptualizing and characterizing a good teacher, parents value their human dimension. This should be complemented with professional and affective components that allow for empathic relationships with others, building trust and formative support in upbringing their children. Parents seek to feel at ease about the present and future of their children and, for this, they need the presence of good teachers who balance human and professional aspects in the act of educating. Para citar este articulo / To reference this article / Para citar este artigo Perez-Norambuena, S. y Linzmayer-Gutierrez, L. (2018). Los buenos profesores en la mirada de padres y apoderados. Educacion y Educadores , 21 (3), 373-387. DOI: 10.5294/edu.2018.21.3.1 Recibido: 30/05/2018 Aceptado: 15/11/2018
布宜诺斯艾利斯的教授们都是教授。Um olhar a partir dos pais e responsaveis legais本研究的目的是通过识别和描述相关教育行为者的特征，了解在智利圣地亚哥一所弱势学校中，为家长和监护人做一名“好老师”意味着什么。采用现象学方法和定性方法对20个家庭的话语进行了分析。基于深入访谈和讨论小组，当涉及到对一位好老师的概念化和定性时，家长们重视他们的人性维度。这应该辅之以专业和情感成分，允许与他人建立移情关系，在养育孩子时建立信任和形成性支持。家长们希望对孩子的现在和未来感到放心，为此，他们需要有优秀的老师在场，在教育过程中平衡人的方面和专业方面。引用本文/Para citar este artigo Perez Norambuena，S.y Linzmayer Gutierrez，L.（2018）。洛杉矶的教授们都是牧师和牧师。Educacion y Educadores，21（3），373-387。DOI:10.5294/edu.2018.21.3.1收件日期：2018年5月30日收件时间：2018年11月15日
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Aprendiendo a investigar a traves de la investigacion-accion Aprendendo a pesquisar por meio da investigacao-acao This article presents the results of a study that involved Chilean students in systematic action research (AR) as a means to learn how to do research and improve their skills as students and future teachers. It was conducted in an undergraduate course with 50 second-year students of the English Teaching program at the Universidad Catolica del Maule, Talca, Chile. The methodology used to obtain data was to carry out interviews, which were transcribed and subjected to an analysis using previous categories inherent in the questions and searching for emerging categories. The results revealed that research, through action research, gives students the possibility of carrying out research and critical reflection processes on their own practice. Students perceived that the self-reflexive spiral of reflection and action is critical to establish search and reasoning habits. It is concluded that students’ lack of prior knowledge about research affects their professional growth and preparation for future teaching performance. It is necessary to include systematic action research in initial teacher training programs in Chile to develop research and reflection habits among future teachers. Para citar este articulo / To reference this article / Para citar este artigo Paukner-Nogues, F. y Sandoval-Molina, R. (2018). Aprendiendo a investigar a traves de la investigacion-accion. Educacion y Educadores, 21 (3), 504-519. DOI: 10.5294/edu.2018.21.3.7 Recibido: 17/06/2018 Aceptado: 11/11/2018
本文介绍了一项研究的结果，该研究涉及智利学生进行系统行动研究(AR)，作为学习如何进行研究并提高他们作为学生和未来教师的技能的一种手段。该研究是在智利塔尔卡市天主教大学英语教学专业的50名二年级学生的本科课程中进行的。获取数据所用的方法是进行访谈，将访谈记录下来，并利用问题中固有的先前类别进行分析，同时寻找新出现的类别。结果表明，通过行动研究，研究为学生提供了在自己的实践中进行研究和批判性反思过程的可能性。学生们意识到，反思和行动的自我反射螺旋对于建立搜索和推理习惯至关重要。研究结果表明，学生对科研的先验知识的缺乏影响了他们的专业成长和对未来教学绩效的准备。智利有必要将系统的行动研究纳入初始教师培训计划，以培养未来教师的研究和反思习惯。Para citar este articulo /引用本文/ Para citar este artigo Paukner-Nogues, F. y Sandoval-Molina, R.(2018)。一名调查人员在调查行动中旅行。教育与教育，21(3)，504-519。DOI: 10.5294/edu.2018.21.3.7 Recibido: 17/06/2018接受日期:11/11/2018
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Isabel Cristina Ángel Uribe, María Ruth Patiño Lemos
This article presents the results of applying a methodology for collegiate self-assessment of comprehensive ICT adoption to two public Educational Institutions (EI). Forty surveys and eight interviews were conducted with teachers; their resources (lesson plans and blogs) were observed; three administrative staff members were interviewed; and a checklist was completed, which included the institutional educational project, school rules and regulations, and the information of the planning of spaces, equipment, ICT resources, etc. Data systematization and analysis were carried out using our own software: BaseTIC. The results of ICT adoption show advances at the macroand meso-curricular level, while at the micro-curricular level, technologies are still given a basic use in the educational processes and the gap between teachers’ being/knowledge and practice remains. The research process assessment itself allows to conclude that this type of project requires that teachers have conceptual and pedagogical ICT training and educational research training and that the EI administrative management ensures the consolidation and commitment of a research team that represents the interests of the entire academic community. The absence of these conditions makes clear that ICT adoption self-assessment is made from the perceptions and imaginary of a few, which do not necessarily represent the institutional reality and has effects on the empowerment of the proposed methodology.
{"title":"Baseline of ICT Adoption Indicators in Educational Institutions","authors":"Isabel Cristina Ángel Uribe, María Ruth Patiño Lemos","doi":"10.5294/EDU.2018.21.3.4","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.3.4","url":null,"abstract":"This article presents the results of applying a methodology for collegiate self-assessment of comprehensive ICT adoption to two public Educational Institutions (EI). Forty surveys and eight interviews were conducted with teachers; their resources (lesson plans and blogs) were observed; three administrative staff members were interviewed; and a checklist was completed, which included the institutional educational project, school rules and regulations, and the information of the planning of spaces, equipment, ICT resources, etc. Data systematization and analysis were carried out using our own software: BaseTIC. The results of ICT adoption show advances at the macroand meso-curricular level, while at the micro-curricular level, technologies are still given a basic use in the educational processes and the gap between teachers’ being/knowledge and practice remains. The research process assessment itself allows to conclude that this type of project requires that teachers have conceptual and pedagogical ICT training and educational research training and that the EI administrative management ensures the consolidation and commitment of a research team that represents the interests of the entire academic community. The absence of these conditions makes clear that ICT adoption self-assessment is made from the perceptions and imaginary of a few, which do not necessarily represent the institutional reality and has effects on the empowerment of the proposed methodology.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"67 1","pages":"435-457"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71155251","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}
Jordi Solsona-Puig, María Capdevila-Gutiérrez, Fernando Rodríguez-Valls
La inclusividad linguistica en la educacion multilingue de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersion dual A inclusao linguistica na educacao multilingue da California: coexistencia de variedades e registros de lingua para enriquecer a sala de aula de imersao dual DOI: 10.5294/edu.2018.21.2.3 In California’s dual immersion classrooms, multiple varieties, levels and linguistic registers coexist when students and teachers whose mother tongue is the language of instruction contribute the richness of their different linguistic origins. Spanish is known to be the predominant language within these programs throughout the United States. However, the dilemma of how to deal with the coexistence of different varieties of the same language of instruction also affects immersion programs in other languages. Consequently, other modalities can coexist in a dual immersion classroom, especially when Spanish-speaking students have immigrant roots of various geographical and socio-economic origins. Far from accepting a single or preferable arrangement exclusively, this article proposes the dual immersion classroom be an example of inclusiveness and respect for the diversity of multiple linguistic varieties as a source of transferable wealth for learning any language. A linguistically inclusive classroom seems more respectful of the multiple identities of its speakers and in keeping with the living nature of any language, especially in multilingual societies. The article ends with recommendations for language and content instruction as well as for training bilingual teachers from the standpoint of linguistic inclusivity.
{"title":"La inclusividad lingüística en la educación multilingüe de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersión dual","authors":"Jordi Solsona-Puig, María Capdevila-Gutiérrez, Fernando Rodríguez-Valls","doi":"10.5294/EDU.2018.21.2.3","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.2.3","url":null,"abstract":"La inclusividad linguistica en la educacion multilingue de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersion dual A inclusao linguistica na educacao multilingue da California: coexistencia de variedades e registros de lingua para enriquecer a sala de aula de imersao dual DOI: 10.5294/edu.2018.21.2.3 In California’s dual immersion classrooms, multiple varieties, levels and linguistic registers coexist when students and teachers whose mother tongue is the language of instruction contribute the richness of their different linguistic origins. Spanish is known to be the predominant language within these programs throughout the United States. However, the dilemma of how to deal with the coexistence of different varieties of the same language of instruction also affects immersion programs in other languages. Consequently, other modalities can coexist in a dual immersion classroom, especially when Spanish-speaking students have immigrant roots of various geographical and socio-economic origins. Far from accepting a single or preferable arrangement exclusively, this article proposes the dual immersion classroom be an example of inclusiveness and respect for the diversity of multiple linguistic varieties as a source of transferable wealth for learning any language. A linguistically inclusive classroom seems more respectful of the multiple identities of its speakers and in keeping with the living nature of any language, especially in multilingual societies. The article ends with recommendations for language and content instruction as well as for training bilingual teachers from the standpoint of linguistic inclusivity.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810480","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}
Valores basicos del profesorado: una aproximacion desde el modelo axiologico de Shalom Schwartz Valores basicos do professorado: uma aproximacao a partir do modelo axiologico de Shalom Schwartz DOI: 10.5294/edu.2018.21.2.7 Educational axiology is not only a set of inherent and explicit rules with respect to education; it constitutes its very core. What is valuable lies in the essence of the educational act, transcending all formal limits. When we speak of “quality criteria” or standards for teaching, axiology becomes an element that is essential to ensure comprehensive education. In this article, the authors look at the make-up of one’s personal axiological structure, based on a descriptive analysis of the Portrait Values Questionnaire (PVQ) by Shalom Schwartz. A sample of 337 participants, including practicing teachers and those in training, was used to approximate the values that predominate in the composition of a teacher’s identity with respect to values. The authors maintain that the different axiological profiles charted by the PVQ are manifest in each classroom and lend true meaning to the study of values in the field of education. According to the authors, the data obtained in the study shows high levels of reliability and internal consistency in the values analyzed with the Schwartz PVQ. In general, they were able to verify that practicing teachers and those in training are consistent when it comes to self-transcendence, since the values they possess are oriented more towards benevolence and universalism, which are typical of an altruistic or collectivist profile.
Valores basicos del profesorado: uma aproximacao a partir do modelo axiologico de Shalom Schwartz DOI: 10.5294/edu.2018.21.2.7教育价值论不仅是一套内在的和明确的规则;它构成了它的核心。教育行为的可贵之处在于它超越一切形式限制的本质。当我们谈到“质量标准”或教学标准时，价值论成为确保全面教育的必要因素。在这篇文章中，作者着眼于个人价值结构的构成，基于对Shalom Schwartz的肖像价值观问卷(PVQ)的描述性分析。337名参与者的样本，包括在职教师和正在接受培训的教师，被用来估计在教师身份的构成中占主导地位的价值观。作者认为，PVQ所描绘的不同价值论轮廓在每个课堂中都有所体现，并为教育领域的价值观研究提供了真正的意义。根据作者的说法，研究中获得的数据显示出Schwartz PVQ分析值的高可靠性和内部一致性。总的来说，他们能够证实在职教师和培训教师在自我超越方面是一致的，因为他们拥有的价值观更倾向于仁慈和普遍主义，这是利他主义或集体主义的典型特征。
{"title":"Valores básicos del profesorado: una aproximación desde el modelo axiológico de Shalom Schwartz","authors":"C. Expósito","doi":"10.5294/EDU.2018.21.2.7","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.2.7","url":null,"abstract":"Valores basicos del profesorado: una aproximacion desde el modelo axiologico de Shalom Schwartz Valores basicos do professorado: uma aproximacao a partir do modelo axiologico de Shalom Schwartz DOI: 10.5294/edu.2018.21.2.7 Educational axiology is not only a set of inherent and explicit rules with respect to education; it constitutes its very core. What is valuable lies in the essence of the educational act, transcending all formal limits. When we speak of “quality criteria” or standards for teaching, axiology becomes an element that is essential to ensure comprehensive education. In this article, the authors look at the make-up of one’s personal axiological structure, based on a descriptive analysis of the Portrait Values Questionnaire (PVQ) by Shalom Schwartz. A sample of 337 participants, including practicing teachers and those in training, was used to approximate the values that predominate in the composition of a teacher’s identity with respect to values. The authors maintain that the different axiological profiles charted by the PVQ are manifest in each classroom and lend true meaning to the study of values in the field of education. According to the authors, the data obtained in the study shows high levels of reliability and internal consistency in the values analyzed with the Schwartz PVQ. In general, they were able to verify that practicing teachers and those in training are consistent when it comes to self-transcendence, since the values they possess are oriented more towards benevolence and universalism, which are typical of an altruistic or collectivist profile.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43931702","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 quality of teaching has been a matter of debate, regardless of the degree of development of the countries in question. The recruitment and maintenance of potential teachers has become a problem that affects economic policies because of their implications with respect to social capital. The matter has been studied from different perspectives, by questioning different interest groups, as well as the relevance of prioritizing coverage or quality. The purpose of this document is to identify the preferences and perceptions of students who did not opt for a teaching career, but who can give an account of the appreciation of that profession, particularly those who are starting their professional life. As for the methodology, a descriptive and multidimensional scaling analysis is used to identify the preferences and perceptions of the respondents who are first-year students majoring in fields other than education at a university accredited by the Ministry of National Education in Colombia. The research confirms that concern about personal fulfillment and economic-labor factors affects decisions on whether or not to pursue a career in the teaching profession. This leads to strategic recommendations for policy-makers on the need to evaluate both economic and social aspects in order to attract students to a teaching career and, at the same time, to ensure that those who choose this profession continue in it and become personal and labor referents.
{"title":"Crisis de la profesión docente en Colombia: percepciones de aspirantes a otras profesiones","authors":"Leonor Cabeza, Á. Zapata, Jahir Lombana","doi":"10.5294/EDU.2018.21.1.3","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.3","url":null,"abstract":"The quality of teaching has been a matter of debate, regardless of the degree of development of the countries in question. The recruitment and maintenance of potential teachers has become a problem that affects economic policies because of their implications with respect to social capital. The matter has been studied from different perspectives, by questioning different interest groups, as well as the relevance of prioritizing coverage or quality. The purpose of this document is to identify the preferences and perceptions of students who did not opt for a teaching career, but who can give an account of the appreciation of that profession, particularly those who are starting their professional life. As for the methodology, a descriptive and multidimensional scaling analysis is used to identify the preferences and perceptions of the respondents who are first-year students majoring in fields other than education at a university accredited by the Ministry of National Education in Colombia. The research confirms that concern about personal fulfillment and economic-labor factors affects decisions on whether or not to pursue a career in the teaching profession. This leads to strategic recommendations for policy-makers on the need to evaluate both economic and social aspects in order to attract students to a teaching career and, at the same time, to ensure that those who choose this profession continue in it and become personal and labor referents.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"21 1","pages":"51-72"},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099365","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}
E. G. S. Pérez, María del Carmen Sandoval Caraveo, Clara Luz Lamoyi Bocanegra
Assessing student satisfaction contributes to successful decision-making when it comes to managing the quality of university education. The aim of this study was to identify the satisfaction of undergraduate students in two academic areas: Administration and Economics and Engineering and Architecture at a public university in the south of Mexico regarding elements of educational quality. These include the teaching-learning process, students´ perception of the treatment they receive from those who they must interact with during their studies, university infrastructure, and students´ self-realization. Based on non-experimental, cross-sectional, descriptive and correlational method of research, the study took a quantitative approach with a probabilistic sampling of a population of 7676 students. Using a questionnaire with a Likert scale, the confidence level was evaluated by means of the Cronbach Alpha Coefficient, which reports a value of .840, and was validated with a factorial confirmation through the SPSS-AMOS program. This research made it possible to identify areas of opportunity to increase student satisfaction with infrastructure and noted positive feedback on the respectful treatment students receive from their tutors. It also highlighted the opportunities for personal development the institution offers to students and statistically specified significant satisfaction differences between age groups, campuses, study programs and marital status.
{"title":"Satisfacción estudiantil en la valoración de la calidad educativa universitaria","authors":"E. G. S. Pérez, María del Carmen Sandoval Caraveo, Clara Luz Lamoyi Bocanegra","doi":"10.5294/EDU.2018.21.1.1","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.1","url":null,"abstract":"Assessing student satisfaction contributes to successful decision-making when it comes to managing the quality of university education. The aim of this study was to identify the satisfaction of undergraduate students in two academic areas: Administration and Economics and Engineering and Architecture at a public university in the south of Mexico regarding elements of educational quality. These include the teaching-learning process, students´ perception of the treatment they receive from those who they must interact with during their studies, university infrastructure, and students´ self-realization. Based on non-experimental, cross-sectional, descriptive and correlational method of research, the study took a quantitative approach with a probabilistic sampling of a population of 7676 students. Using a questionnaire with a Likert scale, the confidence level was evaluated by means of the Cronbach Alpha Coefficient, which reports a value of .840, and was validated with a factorial confirmation through the SPSS-AMOS program. This research made it possible to identify areas of opportunity to increase student satisfaction with infrastructure and noted positive feedback on the respectful treatment students receive from their tutors. It also highlighted the opportunities for personal development the institution offers to students and statistically specified significant satisfaction differences between age groups, campuses, study programs and marital status.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"21 1","pages":"9-26"},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874922","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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