Irene Vidaurreta Porrero, J. O. Femenía, Á. Gómez-Martín, Christian de la Fe Rodríguez
The Covid-19 pandemic led to extreme control measures around the world aiming to halting the number of new infections. Non-essential activities closures and population confinement had an economic impact on the small ruminant sector, highlighting the need for veterinarians to have some skills to assess the economic impact of diseases on flocks. Firstly, this study analyzed the economic training received by the veterinary students at the Spanish faculties, also comparing it with the ones received by students of the agricultural engineering degree. Secondly, a survey in reference to the acquisition of this type of competences and its application for animal health was designed and applied for graduates and final-year veterinary students. The data showed that the ECTS taken to acquire the economic skills of veterinarians is less (3-6 ECTS in 5 years) than that of agricultural engineers (12 ECTS in 4 years). The results of the survey also showed that, although there are significant differences between graduates and students, both them are largely in agreement on the little training received to assess the impact of diseases, and on the need for an additional training after completing their studies. Therefore, these skills should be reinforced in the degree. Among the graduates, the opinion is similar, regardless of the years of professional experience.
{"title":"La COVID-19 evidencia la necesidad de incrementar las competencias en economía de los estudiantes de veterinaria","authors":"Irene Vidaurreta Porrero, J. O. Femenía, Á. Gómez-Martín, Christian de la Fe Rodríguez","doi":"10.6018/REIFOP.460841","DOIUrl":"https://doi.org/10.6018/REIFOP.460841","url":null,"abstract":"The Covid-19 pandemic led to extreme control measures around the world aiming to halting the number of new infections. Non-essential activities closures and population confinement had an economic impact on the small ruminant sector, highlighting the need for veterinarians to have some skills to assess the economic impact of diseases on flocks. Firstly, this study analyzed the economic training received by the veterinary students at the Spanish faculties, also comparing it with the ones received by students of the agricultural engineering degree. Secondly, a survey in reference to the acquisition of this type of competences and its application for animal health was designed and applied for graduates and final-year veterinary students. The data showed that the ECTS taken to acquire the economic skills of veterinarians is less (3-6 ECTS in 5 years) than that of agricultural engineers (12 ECTS in 4 years). The results of the survey also showed that, although there are significant differences between graduates and students, both them are largely in agreement on the little training received to assess the impact of diseases, and on the need for an additional training after completing their studies. Therefore, these skills should be reinforced in the degree. Among the graduates, the opinion is similar, regardless of the years of professional experience.","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":"47659434","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}
Maria Sisto, M. C. Pérez-Fuentes, José Jesús Gázquez-Linares, María del Mar Molero-Jurado
The lack of collaboration between education professionals influences the development of negative attitudes, which become the barriers that mostly condition the process of educational inclusion. The objectives of this article are to analyze to the frequency and type of disability diagnosed in students included in twelve primary education centers, both public and private, and the relationship between inclusive attitudes and sociodemographic variables of 102 teachers (M=43.49; SD=10.6). An adaptation of the “Opinions Relative to Integration of Students with Disabilities” scale (Antonak and Larrive, 1995) was used, based on some Spanish translations (Garcia and Alonso, 1985; Mula et al., 2002; Sales, Moliner, and Sanchiz, 2001; Tarraga, Grau, and Peirat, 2013). The results highlight negative attitudes in teachers when the responsibility for the development, implementation and monitoring of curricular adaptations is not shared between different professionals. The importance of taking care of the active training of educational professionals, regardless of their specialties, in collaboratively providing appropriate educational measures for all students is raised.
{"title":"Actitudes hacia la inclusión educativa de alumnos con discapacidad: variables relativas al profesorado y a la organización escolar en Educación Primaria","authors":"Maria Sisto, M. C. Pérez-Fuentes, José Jesús Gázquez-Linares, María del Mar Molero-Jurado","doi":"10.6018/REIFOP.397841","DOIUrl":"https://doi.org/10.6018/REIFOP.397841","url":null,"abstract":"The lack of collaboration between education professionals influences the development of negative attitudes, which become the barriers that mostly condition the process of educational inclusion. The objectives of this article are to analyze to the frequency and type of disability diagnosed in students included in twelve primary education centers, both public and private, and the relationship between inclusive attitudes and sociodemographic variables of 102 teachers (M=43.49; SD=10.6). An adaptation of the “Opinions Relative to Integration of Students with Disabilities” scale (Antonak and Larrive, 1995) was used, based on some Spanish translations (Garcia and Alonso, 1985; Mula et al., 2002; Sales, Moliner, and Sanchiz, 2001; Tarraga, Grau, and Peirat, 2013). The results highlight negative attitudes in teachers when the responsibility for the development, implementation and monitoring of curricular adaptations is not shared between different professionals. The importance of taking care of the active training of educational professionals, regardless of their specialties, in collaboratively providing appropriate educational measures for all students is raised.","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":"49180603","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 study is about the conceptions of the some Chilean historians on the absence and / or presence of women and their history in teacher education program's. It is emphasized around the possibilities and limitations that are visualized when working from their perspectives. The article is a case study carried out in the city of Santiago of Chile. The research reflect on the content analysis on the discourses, and reflect on considering the theoretical frameworks from the didactics of the social sciences and gender poststructuralism. The relevance of the results lies in the proposal of deconstruction in order to generate innovations and ruptures on the traditionality in the teaching of history and social sciences.
{"title":"Historiadores chilenos frente a la ausencia de las mujeres en la formación del profesorado: los retos desde la Didáctica de las Ciencias Sociales","authors":"Jesús Marolla-Gajardo","doi":"10.6018/REIFOP.399521","DOIUrl":"https://doi.org/10.6018/REIFOP.399521","url":null,"abstract":"The study is about the conceptions of the some Chilean historians on the absence and / or presence of women and their history in teacher education program's. It is emphasized around the possibilities and limitations that are visualized when working from their perspectives. The article is a case study carried out in the city of Santiago of Chile. The research reflect on the content analysis on the discourses, and reflect on considering the theoretical frameworks from the didactics of the social sciences and gender poststructuralism. The relevance of the results lies in the proposal of deconstruction in order to generate innovations and ruptures on the traditionality in the teaching of history and social sciences.","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":"71335166","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}
Alberto Jesús Iriarte-Pupo, C. A. Martínez, Kiara Coralia Campo-Landines, Elsy Domínguez de la Ossa
Teachers´ activity is frequently threatened by the precarious conditions in which this practice is carried out. Teachers are exposed to different psychosocial risks that affect their performance and well-being. The present pre-test post-test study with a control group aims to examine the incidence of a intervention program based on the development of spiritual intelligence (SI) about the levels of stress reported by a group of 115 teachers from official educational institutions in Sincelejo (Sucre, Colombia). Within this intervention program, SI is understood as the ability to build a healthy (or adaptive) system of spiritual values or beliefs and adopt it as a lifestyle. SI encompasses three fundamental dimensions: cognitive (spiritual knowledge), affective (spiritual experience) and behavioral (contingency). Descriptive and inferential analysis were performed (intragroup and intergroup) and the variations of each institution were compared with their relationship to the teachers´ perception of the levels of stress before and after the intervention (measurements carried out on 2018 - 2019). The results show that teachers' perception of the levels of stress changed significantly from a high to a low risk factor.
{"title":"La inteligencia espiritual como estrategia para afrontar de manera constructiva el estrés laboral docente","authors":"Alberto Jesús Iriarte-Pupo, C. A. Martínez, Kiara Coralia Campo-Landines, Elsy Domínguez de la Ossa","doi":"10.6018/REIFOP.435581","DOIUrl":"https://doi.org/10.6018/REIFOP.435581","url":null,"abstract":"Teachers´ activity is frequently threatened by the precarious conditions in which this practice is carried out. Teachers are exposed to different psychosocial risks that affect their performance and well-being. The present pre-test post-test study with a control group aims to examine the incidence of a intervention program based on the development of spiritual intelligence (SI) about the levels of stress reported by a group of 115 teachers from official educational institutions in Sincelejo (Sucre, Colombia). Within this intervention program, SI is understood as the ability to build a healthy (or adaptive) system of spiritual values or beliefs and adopt it as a lifestyle. SI encompasses three fundamental dimensions: cognitive (spiritual knowledge), affective (spiritual experience) and behavioral (contingency). Descriptive and inferential analysis were performed (intragroup and intergroup) and the variations of each institution were compared with their relationship to the teachers´ perception of the levels of stress before and after the intervention (measurements carried out on 2018 - 2019). The results show that teachers' perception of the levels of stress changed significantly from a high to a low risk factor.","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":"47279971","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}
Alba García Barrera, Carlos Monge López, Patricia Gómez Hernández
Currently, gifted students seem not to be adequately identified or cared for in schools, being aggravated by poor teacher education. The aim of this research was to analyze the relationship between teacher education and high capacity experience with teachers’ knowledge about this type of students. For these reasons, a survey study was followed with Spanish teachers of Secondary Education (n = 637), who completed the Teacher Perception about Gifted Students Questionnaire. The most outstanding results indicated that 57.35% of the participants who had received training on specific educational support needs stated that they knew the main needs of gifted students, meanwhile those who had not previously trained only answered affirmatively the 19.16% (ɸ = .391; sig. = .000). 61.97% of teachers who had previous experience in this area and 66.82% of those who did not it indicated that they need to have more specific training in this regard (V = .263; sig. = .000). The results of this study highlight the need to improve training on this topic in the initial and continuous teacher education.
{"title":"Percepciones docentes hacia las altas capacidades intelectuales","authors":"Alba García Barrera, Carlos Monge López, Patricia Gómez Hernández","doi":"10.6018/REIFOP.416191","DOIUrl":"https://doi.org/10.6018/REIFOP.416191","url":null,"abstract":"Currently, gifted students seem not to be adequately identified or cared for in schools, being aggravated by poor teacher education. The aim of this research was to analyze the relationship between teacher education and high capacity experience with teachers’ knowledge about this type of students. For these reasons, a survey study was followed with Spanish teachers of Secondary Education (n = 637), who completed the Teacher Perception about Gifted Students Questionnaire. The most outstanding results indicated that 57.35% of the participants who had received training on specific educational support needs stated that they knew the main needs of gifted students, meanwhile those who had not previously trained only answered affirmatively the 19.16% (ɸ = .391; sig. = .000). 61.97% of teachers who had previous experience in this area and 66.82% of those who did not it indicated that they need to have more specific training in this regard (V = .263; sig. = .000). The results of this study highlight the need to improve training on this topic in the initial and continuous teacher 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":"44071701","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 research work arises from the goal of detecting the training of active teachers in Primary Education on gender diversity and its intervention with respect to the inclusion of non-heteronormative students in schools. A key element in the inclusion of non-heteronormative students is the training of teachers in gender diversity for the construction of a school free of LGTBphobia. We have used the qualitative methodology, specifically the instrument proposed to collect the information has been the interview. The sample of the population universe is made up of 40 active Primary Education teachers from the province of Cadiz from public schools. Among the most notable results is reflected the confusion on the subject along with poor training, so teachers have no tools to include gender diversity in schools. We found that it is still a taboo subject at school and that it creates situations of rejection when it arises. We highlight the interest expressed by the teachers in receiving training on the subject in order to be able to work with gender diversity in an inclusive manner.
{"title":"La formación del profesorado de Educación Primaria en diversidad sexo-genérica","authors":"Begoña Sánchez Torrejón","doi":"10.6018/REIFOP.393781","DOIUrl":"https://doi.org/10.6018/REIFOP.393781","url":null,"abstract":"This research work arises from the goal of detecting the training of active teachers in Primary Education on gender diversity and its intervention with respect to the inclusion of non-heteronormative students in schools. A key element in the inclusion of non-heteronormative students is the training of teachers in gender diversity for the construction of a school free of LGTBphobia. We have used the qualitative methodology, specifically the instrument proposed to collect the information has been the interview. The sample of the population universe is made up of 40 active Primary Education teachers from the province of Cadiz from public schools. Among the most notable results is reflected the confusion on the subject along with poor training, so teachers have no tools to include gender diversity in schools. We found that it is still a taboo subject at school and that it creates situations of rejection when it arises. We highlight the interest expressed by the teachers in receiving training on the subject in order to be able to work with gender diversity in an inclusive manner.","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":"49444725","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 del Mar Felices de la Fuente, Álvaro Chaparro Sainz
The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Malaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.
{"title":"Representaciones del currículo social en el futuro profesorado de Educación Infantil. Una investigación cualitativa","authors":"María del Mar Felices de la Fuente, Álvaro Chaparro Sainz","doi":"10.6018/REIFOP.394791","DOIUrl":"https://doi.org/10.6018/REIFOP.394791","url":null,"abstract":"The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Malaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.","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":"41635224","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 street is within our reach full of didactic resources for the teaching and the learning of the history process, but unfortunately many of them go unnoticed. Let's go to discover them.
街上到处都是教学和学习历史过程的教学资源，但不幸的是，其中许多都被忽视了。让我们去发现它们。
{"title":"Esa asombrosa calle y sus numerosos recursos didácticos para la historia","authors":"Joaquín Aparici Martí","doi":"10.6018/REIFOP.401921","DOIUrl":"https://doi.org/10.6018/REIFOP.401921","url":null,"abstract":"The street is within our reach full of didactic resources for the teaching and the learning of the history process, but unfortunately many of them go unnoticed. Let's go to discover them.","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":"48915993","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 use of apps in portable electronic devices has increased as important tool for mathematics teaching children. Although, at the same time, children’s physical inactivity has increased. This contradiction is reversed through a basic mathematics videogame and its dancing board. To use it, the user has to do physical activity. This opportunity was identified by TRIZ Theory. The videogame was programmed in Unity 3D™ software (free version). The device was made with free access technology and low costs materials. Before to define the best design, it was tested three different patterns. The videogame contains different difficulty levels according the user knowledge. It also has tools to identify every user performance and help to manage different class groups.
{"title":"Desarrollo de un videojuego y su tablero de baile, para el aprendizaje de matemáticas básicas","authors":"Ismael Martínez Oviedo, Guadalupe Toledo Toledo, Eduardo Martínez Mendoza","doi":"10.6018/REIFOP.403451","DOIUrl":"https://doi.org/10.6018/REIFOP.403451","url":null,"abstract":"The use of apps in portable electronic devices has increased as important tool for mathematics teaching children. Although, at the same time, children’s physical inactivity has increased. This contradiction is reversed through a basic mathematics videogame and its dancing board. To use it, the user has to do physical activity. \u0000This opportunity was identified by TRIZ Theory. The videogame was programmed in Unity 3D™ software (free version). The device was made with free access technology and low costs materials. Before to define the best design, it was tested three different patterns. The videogame contains different difficulty levels according the user knowledge. It also has tools to identify every user performance and help to manage different class groups.","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":"42788374","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 paper examines the evaluation of heritage education programmes, a pending challenge in Spain. With the aim of evaluating the usefulness, efficiency and effectiveness of the Patrimonializarte programme, initial, formative and summative evaluations have been carried out with regard to the learning outcomes of the 111 pupils who participated in the programme. A planning and action model is followed based on the design and evaluation of the programme, which incorporates work on local heritage and the use of ICT resources. The evaluation made by the students of the methodology employed is also analysed. Methodological complementarity is assumed based on the study of multiple cases (6 groups from two schools in Galicia, Spain). The main results show: a) a significant impact on the awareness of conservation in early years pupils; b) a growing concern for intangible heritage in primary education; c) the importance of dissemination for secondary education. The programme is considered relevant due to the fact that the pupils have acquired significant learning with regard to becoming citizens who intervene in heritage in a sustainable way.
{"title":"Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte","authors":"Leticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal","doi":"10.6018/REIFOP.444881","DOIUrl":"https://doi.org/10.6018/REIFOP.444881","url":null,"abstract":"This paper examines the evaluation of heritage education programmes, a pending challenge in Spain. With the aim of evaluating the usefulness, efficiency and effectiveness of the Patrimonializarte programme, initial, formative and summative evaluations have been carried out with regard to the learning outcomes of the 111 pupils who participated in the programme. A planning and action model is followed based on the design and evaluation of the programme, which incorporates work on local heritage and the use of ICT resources. The evaluation made by the students of the methodology employed is also analysed. Methodological complementarity is assumed based on the study of multiple cases (6 groups from two schools in Galicia, Spain). The main results show: a) a significant impact on the awareness of conservation in early years pupils; b) a growing concern for intangible heritage in primary education; c) the importance of dissemination for secondary education. The programme is considered relevant due to the fact that the pupils have acquired significant learning with regard to becoming citizens who intervene in heritage in a sustainable way.","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":"43544928","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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