Raquel Mariño Fernández, Eva María Barreira Cerqueiras, Laura Rego-Agraso, Maike Irmscher
This work studies the elements present in the current model of initial and continuous training of Vocational Training teachers. It aims to analyze the level of satisfaction of vocational teachers with the initial pedagogical training received, the level of acquisition of teaching skills, as well as the continuous training received once they achieve a position as vocational teacher. It also aims to know the areas on which continuous training actions are required vs those offered by the Educational Administration, and the elements that are considered facilitators or limiters to get involved in these continuous training actions. The empirical approach is based on a telematic survey developed with an ad hoc questionnaire (α = .899) and completed by a sample of 245 VET teachers from the autonomous community of Galicia (Spain). As main results, we observe that continuous training is slightly better valued than initial pedagogical training, as well as the areas in which continuous training is demanded partially coincide with those offered, in the opinion of teachers, by the Educational Administration. Likewise, they highlight the excessive bureaucracy associated with daily tasks and overloaded teaching schedules, as two of the main limiters of the participation of teachers in continuous training actions.
{"title":"La formación inicial y continua del cuerpo docente de FP: satisfacción y competencia percibida en tiempos de crisis","authors":"Raquel Mariño Fernández, Eva María Barreira Cerqueiras, Laura Rego-Agraso, Maike Irmscher","doi":"10.6018/REIFOP.470391","DOIUrl":"https://doi.org/10.6018/REIFOP.470391","url":null,"abstract":"This work studies the elements present in the current model of initial and continuous training of Vocational Training teachers. It aims to analyze the level of satisfaction of vocational teachers with the initial pedagogical training received, the level of acquisition of teaching skills, as well as the continuous training received once they achieve a position as vocational teacher. It also aims to know the areas on which continuous training actions are required vs those offered by the Educational Administration, and the elements that are considered facilitators or limiters to get involved in these continuous training actions. The empirical approach is based on a telematic survey developed with an ad hoc questionnaire (α = .899) and completed by a sample of 245 VET teachers from the autonomous community of Galicia (Spain). As main results, we observe that continuous training is slightly better valued than initial pedagogical training, as well as the areas in which continuous training is demanded partially coincide with those offered, in the opinion of teachers, by the Educational Administration. Likewise, they highlight the excessive bureaucracy associated with daily tasks and overloaded teaching schedules, as two of the main limiters of the participation of teachers in continuous training actions.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48433576","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}
Death is a natural phenomenon and, as such, is part of our lives. However, its inclusion as curricular content is far from being effective, neither in the training of students nor in teacher´s training. Based on this reality, this proposal analyses the integration of the pedagogy of death into the initial training plans of future teachers of Primary Education. Specifically, the training plans of 15 public universities are examined, through the presence of terms related to this discipline from a mixed approach: on the one hand, the presence of the terms is quantitatively explored and, on the other hand, qualitatively analyzed in which subjects are integrated and with what conception (biological, religious, philosophical or sociocultural). The results highlight the scarcity of terms linked to death and, therefore, the non-existence of teaching training in pedagogy of death, allowing to identify the need no establish strategies to train teachers on this issue.
{"title":"La pedagogía de la muerte en la formación inicial docente","authors":"Ernesto Colomo Magaña, Vicente Gabarda Méndez, Andrea Cívico Ariza, Nuria Cuevas Monzonís","doi":"10.6018/REIFOP.471991","DOIUrl":"https://doi.org/10.6018/REIFOP.471991","url":null,"abstract":"Death is a natural phenomenon and, as such, is part of our lives. However, its inclusion as curricular content is far from being effective, neither in the training of students nor in teacher´s training. Based on this reality, this proposal analyses the integration of the pedagogy of death into the initial training plans of future teachers of Primary Education. Specifically, the training plans of 15 public universities are examined, through the presence of terms related to this discipline from a mixed approach: on the one hand, the presence of the terms is quantitatively explored and, on the other hand, qualitatively analyzed in which subjects are integrated and with what conception (biological, religious, philosophical or sociocultural). The results highlight the scarcity of terms linked to death and, therefore, the non-existence of teaching training in pedagogy of death, allowing to identify the need no establish strategies to train teachers on this issue.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46470822","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}
Daniel Garrote Rojas, Sara Jiménez-Fernández, Paola Ritacco Real
The research work that is described below aims to present the different learning strategies used by university students to face the subjects, as well as the differences that could occur between the students who, while they are studying the subjects, are working and those who don’t work. The sample has an average age of 22 years, with a majority of female subjects 92% compared to males and belong to the academic years 2017/18 and 2018/19 at the University of Castilla-La Mancha, using the Questionnaire on Strategies of Learning and Motivation (CEAM II). The results show differences in five subscales: elaboration, use of time-concentration, help, perseverance and self-examination. Students who combine their university education with paid work and students without paid work. Obtaining higher mean scores for the subjects who work in six of the seven subscales compared to those who don’t work, who obtained a higher average score in the help subscale.
{"title":"Factores Asociados a las Estrategias de Aprendizaje en Estudiantes Universitarios con y sin trabajo remunerado","authors":"Daniel Garrote Rojas, Sara Jiménez-Fernández, Paola Ritacco Real","doi":"10.6018/REIFOP.443551","DOIUrl":"https://doi.org/10.6018/REIFOP.443551","url":null,"abstract":"The research work that is described below aims to present the different learning strategies used by university students to face the subjects, as well as the differences that could occur between the students who, while they are studying the subjects, are working and those who don’t work. The sample has an average age of 22 years, with a majority of female subjects 92% compared to males and belong to the academic years 2017/18 and 2018/19 at the University of Castilla-La Mancha, using the Questionnaire on Strategies of Learning and Motivation (CEAM II). The results show differences in five subscales: elaboration, use of time-concentration, help, perseverance and self-examination. Students who combine their university education with paid work and students without paid work. Obtaining higher mean scores for the subjects who work in six of the seven subscales compared to those who don’t work, who obtained a higher average score in the help subscale.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949486","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}
Antonia Cascales Martínez, María Ángeles Gomariz Vicente
Tutorial Action (AT) is an integrated task at all levels of the educational system, and therefore in Vocational Training (FP). Through it, teachers promote relationships established in the classroom with the different agents involved. The objective is to know the opinion of the teachers who teach in FP of the Region of Murcia on the development of the AT. For this, a non-experimental, quantitative survey-type method was followed, with a sample of 60 teachers. For data collection, the questionnaire generated after the validation process has been used. The results obtained highlight the benefit of tutoring within classroom relationships in VET, while considering that it contributes to improving different aspects of the evolution of students at an academic, professional and personal level, although they need more time and training.
{"title":"Acción Tutorial en Formación Profesional: perspectiva del profesorado","authors":"Antonia Cascales Martínez, María Ángeles Gomariz Vicente","doi":"10.6018/REIFOP.453461","DOIUrl":"https://doi.org/10.6018/REIFOP.453461","url":null,"abstract":"Tutorial Action (AT) is an integrated task at all levels of the educational system, and therefore in Vocational Training (FP). Through it, teachers promote relationships established in the classroom with the different agents involved. The objective is to know the opinion of the teachers who teach in FP of the Region of Murcia on the development of the AT. For this, a non-experimental, quantitative survey-type method was followed, with a sample of 60 teachers. For data collection, the questionnaire generated after the validation process has been used. The results obtained highlight the benefit of tutoring within classroom relationships in VET, while considering that it contributes to improving different aspects of the evolution of students at an academic, professional and personal level, although they need more time and training.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48073365","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}
Ana Mª Porto Castro, Cristina Pérez Crego, Mª Josefa Mosteiro García, Álvaro Lorenzo Rey
En la Educación Superior se requiere superar un número considerable de objetivos y tareas para alcanzar las competencias de propias de cada titulación y no todo el alumnado logra este objetivo con rigor académico, siendo el plagio un recurso utilizado en la realización de los trabajos académicos, de ahí la importancia de este fenómeno y la necesidad de tomar medidas que puedan erradicar este tipo de acciones. En este trabajo, utilizando una metodología cualitativa y a partir de las respuestas de alumnado universitario a la pregunta sobre cómo evitar el plagio se intentó comprender la importancia que los/as estudiantes otorgan al plagio y como lo conceptualizan, a partir del análisis e interpretación de las respuestas a: qué importancia tiene el proceso formativo en citación para ellos/as, quién debe ser el responsable de esa formación, dónde y cuándo se han de realizar esas acciones formativas, cómo debe desarrollarse el proceso formativo y motivos por qué motivos esta formación es imprescindible en el haber del alumnado. Los resultados indican que el alumnado considera que una buena formación en citación se convierte en una herramienta clave de la que se debe hacer uso para evitar el plagio en las aulas universitarias. In higher education, a considerable number of objectives and tasks need to be exceeded in order to achieve the competences of each degree and not all students achieve this goal with academic rigor, being Plagiarism a resource used in academic work, hence the importance of this phenomenon and the need to take measures that can eradicate this type of action. In this paper, using a qualitative methodology and based on the answers of university students to the question on how to avoid plagiarism, an attempt was made to understand the importance that students attach to plagiarism and how they conceptualize it, from the analysis and interpretation of the answers to: the importance of the training process in citation for them, who should be responsible for that training, where and when such training actions should be carried out, how the training process should be developed and the reasons why this training is essential to the students' lives. The results indicate that students consider that a good training in citation becomes a key tool that should be used to avoid plagiarism in university classrooms.
高等教育中需要克服相当数量的目标和任务来实现每个学位的技能、并不是所有的学生实现这一目标,严谨的学术抄袭的资源用于开展工作至关重要的学者,这种现象需要采取能够根除这种行为。在这个工作,用定性的方法,从大学学生对问题的反应如何避免抄袭的试图理解的重要性,男女学生的剽窃和行业,这样的答复的分析和解释:引文中的培训过程对他们有多重要，谁应该负责这种培训，这些培训行动应该在何时何地进行，培训过程应该如何发展，以及为什么这种培训对学生来说是必不可少的原因。本研究的目的是评估学生在大学课堂上使用引文的情况，并评估学生在大学课堂上使用引文的情况。在高等教育方面,有相当多的应实现的目标和任务的逾越In order to the权限of每degree and not all students的这种目标与学术严谨,being Plagiarism a resource用来In academic work, hence the重视of this phenomenon measures to take that can和主办this type of action。In this paper,使用定性方法和based on the问答of university students to the问题on how to避免plagiarism was made to an特意去理解,重视学生attach to plagiarism and how they conceptualize it from the analysis and interpretation of the问答to:引述培训过程对他们的重要性、谁应负责培训、在何处及何时开展此类培训行动、应如何制定培训过程以及为什么这种培训对学生的生活至关重要。研究结果表明，学生认为良好的引文培训是在大学课堂上避免抄袭的关键工具。
{"title":"The training process of citation and the needs of university students","authors":"Ana Mª Porto Castro, Cristina Pérez Crego, Mª Josefa Mosteiro García, Álvaro Lorenzo Rey","doi":"10.6018/reifop.453701","DOIUrl":"https://doi.org/10.6018/reifop.453701","url":null,"abstract":"En la Educación Superior se requiere superar un número considerable de objetivos y tareas para alcanzar las competencias de propias de cada titulación y no todo el alumnado logra este objetivo con rigor académico, siendo el plagio un recurso utilizado en la realización de los trabajos académicos, de ahí la importancia de este fenómeno y la necesidad de tomar medidas que puedan erradicar este tipo de acciones. \u0000En este trabajo, utilizando una metodología cualitativa y a partir de las respuestas de alumnado universitario a la pregunta sobre cómo evitar el plagio se intentó comprender la importancia que los/as estudiantes otorgan al plagio y como lo conceptualizan, a partir del análisis e interpretación de las respuestas a: qué importancia tiene el proceso formativo en citación para ellos/as, quién debe ser el responsable de esa formación, dónde y cuándo se han de realizar esas acciones formativas, cómo debe desarrollarse el proceso formativo y motivos por qué motivos esta formación es imprescindible en el haber del alumnado. \u0000Los resultados indican que el alumnado considera que una buena formación en citación se convierte en una herramienta clave de la que se debe hacer uso para evitar el plagio en las aulas universitarias.\u0000 In higher education, a considerable number of objectives and tasks need to be exceeded in order to achieve the competences of each degree and not all students achieve this goal with academic rigor, being Plagiarism a resource used in academic work, hence the importance of this phenomenon and the need to take measures that can eradicate this type of action. In this paper, using a qualitative methodology and based on the answers of university students to the question on how to avoid plagiarism, an attempt was made to understand the importance that students attach to plagiarism and how they conceptualize it, from the analysis and interpretation of the answers to: the importance of the training process in citation for them, who should be responsible for that training, where and when such training actions should be carried out, how the training process should be developed and the reasons why this training is essential to the students' lives. The results indicate that students consider that a good training in citation becomes a key tool that should be used to avoid plagiarism in university classrooms.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335484","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}
María Edna Moura Viera, Maria da Graça Luderitz Hoefel, José Tomas Réal Collado
With the emergence of Covid-19, the way of doing and thinking education permeated by digital technologies came up with sudden and never before seen strenght as we experienced in the year of 2020. With it, the new educational reality is highlighted in the distance between the bodies and the distance in teaching and learning processes, which has had numerous impacts in the daily practice of education. This investigation seeks to know the Basic Education professors and lecturers perceptions in Spain and Brasil, about the repercussions of Covid-19 in Education. It is a descriptive-exploratory investigation, with qualitative focus, that performed 12 semi-structured interviews to Basic Education teaching staff from both countries. The results indicate that the abrupt incorporation of digital technologies lead to a great suffering to teachers, on the account of a lack of training, lack of minimum working conditions, emergence of new professional and psychological demands, as well as generational differences in the relationships with the technologies.
{"title":"El “desierto digital”: repercusiones de la COVID-19 en la Educación en España y Brasil","authors":"María Edna Moura Viera, Maria da Graça Luderitz Hoefel, José Tomas Réal Collado","doi":"10.6018/REIFOP.470951","DOIUrl":"https://doi.org/10.6018/REIFOP.470951","url":null,"abstract":"With the emergence of Covid-19, the way of doing and thinking education permeated by digital technologies came up with sudden and never before seen strenght as we experienced in the year of 2020. With it, the new educational reality is highlighted in the distance between the bodies and the distance in teaching and learning processes, which has had numerous impacts in the daily practice of education. This investigation seeks to know the Basic Education professors and lecturers perceptions in Spain and Brasil, about the repercussions of Covid-19 in Education. It is a descriptive-exploratory investigation, with qualitative focus, that performed 12 semi-structured interviews to Basic Education teaching staff from both countries. The results indicate that the abrupt incorporation of digital technologies lead to a great suffering to teachers, on the account of a lack of training, lack of minimum working conditions, emergence of new professional and psychological demands, as well as generational differences in the relationships with the technologies.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41378221","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}
David Jiménez Hernández, Patricia Sancho Requena, Sergio Sánchez Fuentes
The training of university professors is the principal way to change and to improve the education in the framework of the European Higher Education Area (EHEA). However, there are several factors that can impede their training and, therefore, their impact on students and society. In this sense, this paper describes that possible difficulties may arise regarding variables such as: years of teaching experience, age, gender, area of knowledge in which they teach, professional figure or university training received. For this, an ad hoc questionnaire was developed that was applied to 501 university professors. The results showed how the lack of time and nearby training offers are the main impediments to better training. Despite having been a teacher for a short time or preferring another type of training, they also showed significance within the variables studied. In this way, the authors of this work conclude that incentives should be expanded so that teachers are motivated in order to improve their teaching quality through new active methodologies, in addition to establishing solid plans in the offer of academic training of the universities.
{"title":"Estudio acerca de las opiniones del profesorado universitario en la Región de Murcia sobre la formación de métodos activos","authors":"David Jiménez Hernández, Patricia Sancho Requena, Sergio Sánchez Fuentes","doi":"10.6018/REIFOP.444381","DOIUrl":"https://doi.org/10.6018/REIFOP.444381","url":null,"abstract":"The training of university professors is the principal way to change and to improve the education in the framework of the European Higher Education Area (EHEA). However, there are several factors that can impede their training and, therefore, their impact on students and society. In this sense, this paper describes that possible difficulties may arise regarding variables such as: years of teaching experience, age, gender, area of knowledge in which they teach, professional figure or university training received. For this, an ad hoc questionnaire was developed that was applied to 501 university professors. The results showed how the lack of time and nearby training offers are the main impediments to better training. Despite having been a teacher for a short time or preferring another type of training, they also showed significance within the variables studied. In this way, the authors of this work conclude that incentives should be expanded so that teachers are motivated in order to improve their teaching quality through new active methodologies, in addition to establishing solid plans in the offer of academic training of the universities.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060617","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}
D. M. Suelves, M. I. P. Baldoví, María Isabel Vidal Esteve, Á. Alonso
espanolLa sociedad contemporanea plantea multiples desafios a los profesionales de la educacion. En este escenario, la formacion se convierte en un elemento trascendental para analizar criticamente la realidad y emprender acciones para mejorarla. Partiendo de este objetivo, se aborda una experiencia de investigacion desarrollada en la formacion inicial de docentes, dirigida a propiciar una actitud de vigilancia epistemologica que facilite la comprension de las transformaciones educativas, para disenar procesos optimizadores de la practica. En la experiencia participan un total de 38 alumnos del Grado de Maestro/a de la Universitat de Valencia junto a dos profesoras, en el marco de la asignatura de Didactica General. La asignatura se vertebra en torno al estudio y analisis de textos y la realizacion de seminarios y tertulias que permiten repensar la tarea educativa y el papel del profesorado en la escuela actual, visibilizando los retos de ejercer la docencia en tiempos de crisis. A partir de la indagacion narrativa el alumnado construye relatos que se convierten en herramienta de investigacion educativa, de comprension y aprendizaje. Mediante el analisis critico del discurso se exploran las concepciones y visiones del alumnado participante, incidiendo en la construccion de identidades docentes y saberes reflexivos. EnglishToday's digital society poses multiple challenges for education professionals. In this scenario, training becomes a transcendental element to critically analyze reality and take actions to improve it. Starting from this objective, we approach a research experience developed in the initial training of teachers, aimed at promoting the development of an attitude of epistemological vigilance that facilitates the understanding of educational transformations, to design optimizing processes of practice. A total of 38students of the Master's Degree of the University of Valencia participatein the experience along with two teachers, within the framework of the General Didactics subject. The subject is structured around the study and analysis of texts and the holding of seminars and gatherings that allow us to rethink the educational task andthe role of teachers in today's school, making visible the challenges of teaching in times of crisis. Based on narrative inquiry, students construct stories that become a tool for educational research, understanding and learning. Through critical discourse analysis we explore the conceptions and visions of the participating students, influencing the construction of teaching identities and reflective knowledge.
{"title":"Indagación narrativa y construcción de identidades docentes: la reflexión pedagógica como herramienta de formación docente","authors":"D. M. Suelves, M. I. P. Baldoví, María Isabel Vidal Esteve, Á. Alonso","doi":"10.6018/REIFOP.469691","DOIUrl":"https://doi.org/10.6018/REIFOP.469691","url":null,"abstract":"espanolLa sociedad contemporanea plantea multiples desafios a los profesionales de la educacion. En este escenario, la formacion se convierte en un elemento trascendental para analizar criticamente la realidad y emprender acciones para mejorarla. Partiendo de este objetivo, se aborda una experiencia de investigacion desarrollada en la formacion inicial de docentes, dirigida a propiciar una actitud de vigilancia epistemologica que facilite la comprension de las transformaciones educativas, para disenar procesos optimizadores de la practica. En la experiencia participan un total de 38 alumnos del Grado de Maestro/a de la Universitat de Valencia junto a dos profesoras, en el marco de la asignatura de Didactica General. La asignatura se vertebra en torno al estudio y analisis de textos y la realizacion de seminarios y tertulias que permiten repensar la tarea educativa y el papel del profesorado en la escuela actual, visibilizando los retos de ejercer la docencia en tiempos de crisis. A partir de la indagacion narrativa el alumnado construye relatos que se convierten en herramienta de investigacion educativa, de comprension y aprendizaje. Mediante el analisis critico del discurso se exploran las concepciones y visiones del alumnado participante, incidiendo en la construccion de identidades docentes y saberes reflexivos. EnglishToday's digital society poses multiple challenges for education professionals. In this scenario, training becomes a transcendental element to critically analyze reality and take actions to improve it. Starting from this objective, we approach a research experience developed in the initial training of teachers, aimed at promoting the development of an attitude of epistemological vigilance that facilitates the understanding of educational transformations, to design optimizing processes of practice. A total of 38students of the Master's Degree of the University of Valencia participatein the experience along with two teachers, within the framework of the General Didactics subject. The subject is structured around the study and analysis of texts and the holding of seminars and gatherings that allow us to rethink the educational task andthe role of teachers in today's school, making visible the challenges of teaching in times of crisis. Based on narrative inquiry, students construct stories that become a tool for educational research, understanding and learning. Through critical discourse analysis we explore the conceptions and visions of the participating students, influencing the construction of teaching identities and reflective knowledge.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41815160","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}
Josefina Lozano Martínez, Antonia Cava, G. Minutoli, I. Reche
The challenge the school must take up currently is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.
{"title":"¿Es necesaria la formación del profesorado en metodologías inclusivas?","authors":"Josefina Lozano Martínez, Antonia Cava, G. Minutoli, I. Reche","doi":"10.6018/REIFOP.468941","DOIUrl":"https://doi.org/10.6018/REIFOP.468941","url":null,"abstract":"The challenge the school must take up currently is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42261905","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}
Foreign languages teaching has been intensely implemented in Aragon during the last two decades. Nevertheless, there are still few researches focused on its situation and results in both the academic and the sociolinguistic area. The main objective of this research is to explore the attitudes of teacher training students in Zaragoza University towards multilingual education and the main foreign languages taught in the educational system regional and national (English and French). The study also aims to examine the use of these languages among future teachers. The research was carried out through a survey with 874 participants from 1st and 4th grade of Primary Education Teacher Training. The results show neutral attitudes towards French language and favorable attitudes towards English and multilingual education. It has been also found the influence of some variables like the linguistic profile and the academic grade, mainly sifnificant in the attitudes towards multilingual education.
{"title":"Actitudes de los maestros en formación hacia las lenguas extranjeras y la educación multilingüe","authors":"Iris Orosia Campos Bandrés","doi":"10.6018/REIFOP.428651","DOIUrl":"https://doi.org/10.6018/REIFOP.428651","url":null,"abstract":"Foreign languages teaching has been intensely implemented in Aragon during the last two decades. Nevertheless, there are still few researches focused on its situation and results in both the academic and the sociolinguistic area. The main objective of this research is to explore the attitudes of teacher training students in Zaragoza University towards multilingual education and the main foreign languages taught in the educational system regional and national (English and French). The study also aims to examine the use of these languages among future teachers. The research was carried out through a survey with 874 participants from 1st and 4th grade of Primary Education Teacher Training. The results show neutral attitudes towards French language and favorable attitudes towards English and multilingual education. It has been also found the influence of some variables like the linguistic profile and the academic grade, mainly sifnificant in the attitudes towards multilingual education.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41445268","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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