The present investigation analyzes the role of the teacher, in the context of higher education, considering the changes occurred by the contingency of the Covid-19 disease, which forced to continue the educational process virtually throughout the world. The context of the study is circumscribed in two Latin American public universities located in Mexico and Costa Rica; The research is developed from the methodology of the grounded theory, integrating in-depth interview as a technique for collecting information. The data analysis is based on the constant comparative method, considering the first moment as descriptive, which allows open coding and the second, relational, which allows selective and axial coding, generating a coding matrix. The main findings seek to explain the role of the teacher in trying to respond to the urgent measures of educational institutions, in which the teacher must be framed in the educational process from a total virtuality for the development of content.
{"title":"Análisis del rol del docente universitario a partir de una crisis sanitaria: el proceso de una resignificación de lo presencial a lo virtual","authors":"M. P. Torres, Florlenis Chévez Ponce","doi":"10.6018/REIFOP.465391","DOIUrl":"https://doi.org/10.6018/REIFOP.465391","url":null,"abstract":"The present investigation analyzes the role of the teacher, in the context of higher education, considering the changes occurred by the contingency of the Covid-19 disease, which forced to continue the educational process virtually throughout the world. The context of the study is circumscribed in two Latin American public universities located in Mexico and Costa Rica; The research is developed from the methodology of the grounded theory, integrating in-depth interview as a technique for collecting information. The data analysis is based on the constant comparative method, considering the first moment as descriptive, which allows open coding and the second, relational, which allows selective and axial coding, generating a coding matrix. The main findings seek to explain the role of the teacher in trying to respond to the urgent measures of educational institutions, in which the teacher must be framed in the educational process from a total virtuality for the development of content.","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":"47849804","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 the period of the transition from Primary to Compulsory Secondary Education is where most cases of bullying occur throughout the Spanish geography. It is very important to detect this problem quickly to analyse it and eradicate it from schools. This study has been aimed at identifying the forms of violence occurring in classrooms, and analyzing the perception of bullying for each of the forms of violence received and observed based on the characteristics of Primary Ed. and ESO students in the city of Badajoz. For this purpose, 1093 students from 6th Ed. Primary and 1st Compulsory Secondary Education of 19 schools between 11 and 14 years old participated. The instrument used has been the Daily School Violence Questionnaire (CUVECO). Among the most noteworthy conclusions we can say that in Badajoz there are some cases of bullying with high scores, girls see more bullying, boys receive more verbal violence, observed violence predominates in ESO and as age increases the student changes verbal violence by physical violence.
{"title":"Acoso escolar en Educación Primaria y en Educación Secundaria en Badajoz. Análisis de los factores de riesgos","authors":"Manuel Fernández Guerrero, Miriam Suárez Ramírez, Jorge Rojo Ramos, Sebastián Feu Molina","doi":"10.6018/REIFOP.434581","DOIUrl":"https://doi.org/10.6018/REIFOP.434581","url":null,"abstract":"In the period of the transition from Primary to Compulsory Secondary Education is where most cases of bullying occur throughout the Spanish geography. It is very important to detect this problem quickly to analyse it and eradicate it from schools. \u0000This study has been aimed at identifying the forms of violence occurring in classrooms, and analyzing the perception of bullying for each of the forms of violence received and observed based on the characteristics of Primary Ed. and ESO students in the city of Badajoz. For this purpose, 1093 students from 6th Ed. Primary and 1st Compulsory Secondary Education of 19 schools between 11 and 14 years old participated. The instrument used has been the Daily School Violence Questionnaire (CUVECO). \u0000Among the most noteworthy conclusions we can say that in Badajoz there are some cases of bullying with high scores, girls see more bullying, boys receive more verbal violence, observed violence predominates in ESO and as age increases the student changes verbal violence by physical violence.","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":"44341366","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 purpose of this paper is to identify and describe the perceptions of a group of Master's students regarding the positive and negative effects of the introduction of gamification strategies supported by the use of ICT in their students, as well as the challenges facing teachers in this regard. The design of this research corresponds to an interpretative non-experimental case study, where the collection of information was based on the development of an academic activity of a reflexive-argumentative type taking into account the students' own context as well as their professional experience. The main advantages were the benefits related to motivation, attitudes and emotions towards learning, followed by improvements in social and behavioral aspects. On the contrary, the doubts generated in relation to conceptual aspects and content added to the overexposure of technology, are the most common concerns. Regarding the challenges, the importance of addressing them from a threefold perspective that integrates both a pedagogical, digital and economic perspective was stressed. They need to review from the conception and formulation of comprehensive training proposals for teachers, the equipment needs in schools, until the review of gamified teaching strategies to take account of the diversity in the classroom.
{"title":"Luces, sombras y retos del profesorado entorno a la gamificación apoyada en TIC: un estudio con maestros en formación","authors":"Mercedes Romero Rodrigo, María LÓPEZ MARÍ","doi":"10.6018/REIFOP.470991","DOIUrl":"https://doi.org/10.6018/REIFOP.470991","url":null,"abstract":"The purpose of this paper is to identify and describe the perceptions of a group of Master's students regarding the positive and negative effects of the introduction of gamification strategies supported by the use of ICT in their students, as well as the challenges facing teachers in this regard. The design of this research corresponds to an interpretative non-experimental case study, where the collection of information was based on the development of an academic activity of a reflexive-argumentative type taking into account the students' own context as well as their professional experience. The main advantages were the benefits related to motivation, attitudes and emotions towards learning, followed by improvements in social and behavioral aspects. On the contrary, the doubts generated in relation to conceptual aspects and content added to the overexposure of technology, are the most common concerns. Regarding the challenges, the importance of addressing them from a threefold perspective that integrates both a pedagogical, digital and economic perspective was stressed. They need to review from the conception and formulation of comprehensive training proposals for teachers, the equipment needs in schools, until the review of gamified teaching strategies to take account of the diversity in the classroom.","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":"41483521","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}
Claudia De Barros Camargo, A. Hernández Fernández, Mónica Ortiz Cobo
This article aims to analyze the relationship between teaching practices from the perspective of multiculturalism and educational inclusion. The research design is non-experimental, explanatory and correlational. A Likert scale validated in construct and content has been used. The sample is 1575 participants (university students and teachers). An Exploratory Factor Analysis was performed to validate the construction of the scale and a P (Pearson) correlation. The modeling through structural equations allows us some conclusions, among them that the practices of the teaching staff should have a pluricultural and inclusive character, being two aspects that influence the practices, without their linkage being relevant.
{"title":"Análisis a través de modelaje estructural de la relación entre prácticas docentes, pluriculturalidad e inclusión educativa","authors":"Claudia De Barros Camargo, A. Hernández Fernández, Mónica Ortiz Cobo","doi":"10.6018/REIFOP.436051","DOIUrl":"https://doi.org/10.6018/REIFOP.436051","url":null,"abstract":"This article aims to analyze the relationship between teaching practices from the perspective of multiculturalism and educational inclusion. The research design is non-experimental, explanatory and correlational. A Likert scale validated in construct and content has been used. The sample is 1575 participants (university students and teachers). An Exploratory Factor Analysis was performed to validate the construction of the scale and a P (Pearson) correlation. The modeling through structural equations allows us some conclusions, among them that the practices of the teaching staff should have a pluricultural and inclusive character, being two aspects that influence the practices, without their linkage being relevant.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47314489","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}
Juan Pablo Hernández Ramos, Fernando Martínez Abad
The study of the quality and improvement of university teaching is mostly based on teacher training, leaving aside other transcendental factors such as attitude. Considered as the behavior of the teacher based on their knowledge and experiences, this work shows the validation of a scale of attitude towards teaching based on 3 dimensions: personal, teaching and research. After content validation by judges, the scale is applied to a representative sample, by branch of knowledge and professional category, of 161 university teachers at the University of Salamanca. The psychometric analysis of the scale, made up of 13 Likert type items with five answer possibilities, shows correlations between average and low total items, an acceptable reliability index (α de Cronbach=.75) and a clear and consistent factor structure where the existence of the three factors is confirmed. In addition, there is a greater distinction between the teaching (.854) and professional (.885) dimensions, as opposed to the researcher (.553). It concludes by stressing the importance of considering the attitudes of teachers as a relevant indicator of study in higher education, using valid and reliable scales such as that offered in this article. As future lines of research, the door remains open to a new validation of the instrument in new contexts of higher education.
{"title":"La importancia de la actitud del docente universitario: validación de una escala para su consideración.","authors":"Juan Pablo Hernández Ramos, Fernando Martínez Abad","doi":"10.6018/REIFOP.414781","DOIUrl":"https://doi.org/10.6018/REIFOP.414781","url":null,"abstract":"The study of the quality and improvement of university teaching is mostly based on teacher training, leaving aside other transcendental factors such as attitude. Considered as the behavior of the teacher based on their knowledge and experiences, this work shows the validation of a scale of attitude towards teaching based on 3 dimensions: personal, teaching and research. After content validation by judges, the scale is applied to a representative sample, by branch of knowledge and professional category, of 161 university teachers at the University of Salamanca. The psychometric analysis of the scale, made up of 13 Likert type items with five answer possibilities, shows correlations between average and low total items, an acceptable reliability index (α de Cronbach=.75) and a clear and consistent factor structure where the existence of the three factors is confirmed. In addition, there is a greater distinction between the teaching (.854) and professional (.885) dimensions, as opposed to the researcher (.553). It concludes by stressing the importance of considering the attitudes of teachers as a relevant indicator of study in higher education, using valid and reliable scales such as that offered in this article. As future lines of research, the door remains open to a new validation of the instrument in new contexts of higher education.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49511867","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 José Flores Tena, M.ª del Carmen Ortega Navas, Mª Carmen Sánchez Fuster
New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.
{"title":"Las nuevas tecnologías como estrategias innovadoras de enseñanza-aprendizaje en la era digital ","authors":"María José Flores Tena, M.ª del Carmen Ortega Navas, Mª Carmen Sánchez Fuster","doi":"10.6018/REIFOP.406051","DOIUrl":"https://doi.org/10.6018/REIFOP.406051","url":null,"abstract":"New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319975","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}
We present an evaluative case study on a training proposal in the Degrees of Teaching of the University of Cantabria (Spain) that is articulated on dilemmatic situations that the students must confront reflectively. This formative proposal is based on the formative possibilities of writing, biographical exploration and the methodology of Photovoice. The instruments for gathering information are: the seminars, the student diaries and the photographs taken by the students. We carry out a content analysis that demonstrates the potential of the training proposal to record those issues that are relevant to their teaching performance; promote critical dialogue and shared knowledge through the negotiation of meanings of the images made; analyze and reorient teaching action and thinking; place in the public space issues that are relevant in educational practice. In this way, images and collaborative reflection become powerful levers of teacher training.
{"title":"Indagación biográfica, photovoice y escritura reflexiva en el practicum de futuros docentes","authors":"Ángela Saiz Linares, Noelia Ceballos López","doi":"10.6018/REIFOP.401201","DOIUrl":"https://doi.org/10.6018/REIFOP.401201","url":null,"abstract":"We present an evaluative case study on a training proposal in the Degrees of Teaching of the University of Cantabria (Spain) that is articulated on dilemmatic situations that the students must confront reflectively. This formative proposal is based on the formative possibilities of writing, biographical exploration and the methodology of Photovoice. The instruments for gathering information are: the seminars, the student diaries and the photographs taken by the students. We carry out a content analysis that demonstrates the potential of the training proposal to record those issues that are relevant to their teaching performance; promote critical dialogue and shared knowledge through the negotiation of meanings of the images made; analyze and reorient teaching action and thinking; place in the public space issues that are relevant in educational practice. In this way, images and collaborative reflection become powerful levers of teacher training.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41734847","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}
Belén Suárez Lantarón, I. C. Castillo Reche, Ana López Medialdea
This paper describes a teaching research and innovation project whose aim is to assess the effect of using the WhatsApp application for monitoring and academic tutoring of university students of the Faculty of Education of Murcia and Extremadura. The data were collected through two questionnaires filled out by the students before and after the development of the subjects and application of the project, a discussion group with the teachers and the analysis of the content of the messages sent through the application. The results obtained were analyzed taking into account the use and use of the application, the satisfaction of the participants and the advantages and disadvantages described. The results show that proper use of the application is made, more than conventional tutoring, its advantages are enhanced and its disadvantages are weakened and both teachers and students show high levels of satisfaction. Therefore, we can conclude that we are facing a tool with a high potential for supporting academic tutoring.
{"title":"Tutoría académica universitaria apoyada mediante WhatsApp: conocer sus ventajas y salvar sus desventajas","authors":"Belén Suárez Lantarón, I. C. Castillo Reche, Ana López Medialdea","doi":"10.6018/REIFOP.394631","DOIUrl":"https://doi.org/10.6018/REIFOP.394631","url":null,"abstract":"This paper describes a teaching research and innovation project whose aim is to assess the effect of using the WhatsApp application for monitoring and academic tutoring of university students of the Faculty of Education of Murcia and Extremadura. The data were collected through two questionnaires filled out by the students before and after the development of the subjects and application of the project, a discussion group with the teachers and the analysis of the content of the messages sent through the application. The results obtained were analyzed taking into account the use and use of the application, the satisfaction of the participants and the advantages and disadvantages described. The results show that proper use of the application is made, more than conventional tutoring, its advantages are enhanced and its disadvantages are weakened and both teachers and students show high levels of satisfaction. Therefore, we can conclude that we are facing a tool with a high potential for supporting academic tutoring.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43997079","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}
Climate change, its causes and effects represent one of the main challenges of the 21st century. Teaching about this phenomenon constitutes a challenge for the instruction of future Primary teachers due to the responsibility for understanding and possible adaptation to this global phenomenon. The objectives of this research are: 1) To explore and know the main means from which future Primary teachers receive information about climate change; and 2) Recognize the causes and consequences mentioned in these media (according to the students' perception). As a case study, a questionnaire was provided to the students of the last year of the Degree in Primary Education (University of Valencia, Spain). The results show that the main information about climate change that they acquire is from the digital media (TV, Internet and Social Networks). Regarding the same information, it should be noted that in general the causes cited are the pollution, and the consequences, extreme atmospheric phenomena (floods, droughts), resulting in a poor understanding of the climate change.
{"title":"Percepción del cambio climático en alumnado de 4º del Grado en Educación Primaria (Universidad de Valencia, España) a partir de la información de los medios de comunicación","authors":"Á. Morote, B. Campo, Juan Carlos Colomer","doi":"10.6018/REIFOP.393631","DOIUrl":"https://doi.org/10.6018/REIFOP.393631","url":null,"abstract":"Climate change, its causes and effects represent one of the main challenges of the 21st century. Teaching about this phenomenon constitutes a challenge for the instruction of future Primary teachers due to the responsibility for understanding and possible adaptation to this global phenomenon. The objectives of this research are: 1) To explore and know the main means from which future Primary teachers receive information about climate change; and 2) Recognize the causes and consequences mentioned in these media (according to the students' perception). As a case study, a questionnaire was provided to the students of the last year of the Degree in Primary Education (University of Valencia, Spain). The results show that the main information about climate change that they acquire is from the digital media (TV, Internet and Social Networks). Regarding the same information, it should be noted that in general the causes cited are the pollution, and the consequences, extreme atmospheric phenomena (floods, droughts), resulting in a poor understanding of the climate change.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43005866","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}
This article analyzes self-reports of teacher perceptions regarding personal responsibility in school motivation. Participants were teachers-in-training and those currently working in Primary Education (n=773) in the Araucania Region, Chile. Four different profiles were identified from cluster analysis, where responsibility was seen as personal, or shared; and where school motivation was represented as continuous, or discrete. Results show that respondents tend to place responsibility for school motivation within the family for the most effective exercise of the profession. For practicing teachers, school motivation tended to be conceived of as discrete moments, of shared responsibility; while future teachers were significantly more likely to see motivation as a continuous process, of personal (teacher) responsibility. Given that teachers have the educational tools and opportunity to most effectively motivate school learning, it is urgent to generate strategies where responsibility is robustly assumed by teachers themselves; and as a continuous process beyond a specific moment in the classroom.
{"title":"Responsabilidad personal docente y motivación escolar","authors":"Consuelo Cáceres, Carla Muñoz, Jorge Valenzuela","doi":"10.6018/REIFOP.402761","DOIUrl":"https://doi.org/10.6018/REIFOP.402761","url":null,"abstract":"This article analyzes self-reports of teacher perceptions regarding personal responsibility in school motivation. Participants were teachers-in-training and those currently working in Primary Education (n=773) in the Araucania Region, Chile. Four different profiles were identified from cluster analysis, where responsibility was seen as personal, or shared; and where school motivation was represented as continuous, or discrete. Results show that respondents tend to place responsibility for school motivation within the family for the most effective exercise of the profession. For practicing teachers, school motivation tended to be conceived of as discrete moments, of shared responsibility; while future teachers were significantly more likely to see motivation as a continuous process, of personal (teacher) responsibility. Given that teachers have the educational tools and opportunity to most effectively motivate school learning, it is urgent to generate strategies where responsibility is robustly assumed by teachers themselves; and as a continuous process beyond a specific moment in the classroom.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44054178","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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