espanolEl articulo a continuacion versa sobre la necesidad de adquirir una perspectiva de genero para alcanzar la igualdad real en la escuela. La legislacion respalda la igualdad de genero como un principio de la educacion. A fin de comprobar si la formacion inicial del profesorado es adecuada a este respecto, se realiza un analisis de los planes de estudios de los grados de Educacion Primaria desde una optica de genero. Para ello, se realiza una aproximacion cualitativa basada en el analisis en profundidad del contenido de 72 guias docentes de los grados de Educacion Primaria de la Universidad Complutense de Madrid y de entrevistas realizadas al profesorado. Los resultados muestran como la formacion inicial del profesorado de los grados de Educacion Primaria continua girando en torno a una vision androcentrica de la educacion, mantiene un lenguaje sexista, un curriculum en el que se invisibiliza a las mujeres que no se ajusta a la legislacion vigente y no garantiza que las futuras generaciones sean educadas en igualdad. Se abre asi la posibilidad de explorar la formacion en igualdad de genero a un nivel mas amplio y la investigacion sobre la aplicacion efectiva de la coeducacion en el sistema educativo espanol. EnglishThe article above deals with the need to acquire a gender perspective so as to achieve true equality in a school setting. This legislation backs gender equality as a principle of education. In order to confirm if the initial teacher training is adequate in this respect, an analysis of the curricula of the education degrees is conducted with a gender viewpoint. For this purpose, a qualitative approximation based on the analysis of content from 72 teaching guides and interviews with university teachers was carried out. The results show how teacher training in Primary Education degrees still revolves around an androcentric view of education, this has not adjusted to current legislation. Therefore, this does not guarantee that future generations are correctly educated in equality. This opens the possibility of exploring gender equality training at a broader level and research on the effective application of coeducation in the Spanish educational system.
{"title":"La formación en igualdad de género en los grados de educación primaria","authors":"Ainhoa Resa Ocio","doi":"10.6018/REIFOP.390951","DOIUrl":"https://doi.org/10.6018/REIFOP.390951","url":null,"abstract":"espanolEl articulo a continuacion versa sobre la necesidad de adquirir una perspectiva de genero para alcanzar la igualdad real en la escuela. La legislacion respalda la igualdad de genero como un principio de la educacion. A fin de comprobar si la formacion inicial del profesorado es adecuada a este respecto, se realiza un analisis de los planes de estudios de los grados de Educacion Primaria desde una optica de genero. Para ello, se realiza una aproximacion cualitativa basada en el analisis en profundidad del contenido de 72 guias docentes de los grados de Educacion Primaria de la Universidad Complutense de Madrid y de entrevistas realizadas al profesorado. Los resultados muestran como la formacion inicial del profesorado de los grados de Educacion Primaria continua girando en torno a una vision androcentrica de la educacion, mantiene un lenguaje sexista, un curriculum en el que se invisibiliza a las mujeres que no se ajusta a la legislacion vigente y no garantiza que las futuras generaciones sean educadas en igualdad. Se abre asi la posibilidad de explorar la formacion en igualdad de genero a un nivel mas amplio y la investigacion sobre la aplicacion efectiva de la coeducacion en el sistema educativo espanol. EnglishThe article above deals with the need to acquire a gender perspective so as to achieve true equality in a school setting. This legislation backs gender equality as a principle of education. In order to confirm if the initial teacher training is adequate in this respect, an analysis of the curricula of the education degrees is conducted with a gender viewpoint. For this purpose, a qualitative approximation based on the analysis of content from 72 teaching guides and interviews with university teachers was carried out. The results show how teacher training in Primary Education degrees still revolves around an androcentric view of education, this has not adjusted to current legislation. Therefore, this does not guarantee that future generations are correctly educated in equality. This opens the possibility of exploring gender equality training at a broader level and research on the effective application of coeducation in the Spanish educational system.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"24 1","pages":"13-27"},"PeriodicalIF":1.6,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270332","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 this paper, we analyzed some reasons that would explain the difficulties that teachers and primary schools had in adapting to the changes produced by the COVID 19 pandemic. For this, we start from the results of two investigations by the Stellae group (USC). From the first, we will use the data from the interviews with professors from the Faculties of the USC that confer the degree of Teaching, collecting their perceptions about the construction of knowledge and professional culture. From the second, we will use the results of interviews with a group of ICT teachers, together with interviews and observations made with teachers from two centers selected for their good practices, analyzing their perceptions about the school use of ICT and Materials Digital didactics. We will end with a brief analysis of how teacher training processes must change, in order to deal with the uncertainties and new challenges that the school faces in times of crisis.
{"title":"Cultura profesional y TIC en la formación del profesorado en tiempos de crisis: la percepción de los docentes","authors":"Quintín Álvarez Núñez, Silvia López Gómez, Ana Parada Gañete, Daniela Gonçalves","doi":"10.6018/REIFOP.470831","DOIUrl":"https://doi.org/10.6018/REIFOP.470831","url":null,"abstract":"In this paper, we analyzed some reasons that would explain the difficulties that teachers and primary schools had in adapting to the changes produced by the COVID 19 pandemic. For this, we start from the results of two investigations by the Stellae group (USC). From the first, we will use the data from the interviews with professors from the Faculties of the USC that confer the degree of Teaching, collecting their perceptions about the construction of knowledge and professional culture. From the second, we will use the results of interviews with a group of ICT teachers, together with interviews and observations made with teachers from two centers selected for their good practices, analyzing their perceptions about the school use of ICT and Materials Digital didactics. We will end with a brief analysis of how teacher training processes must change, in order to deal with the uncertainties and new challenges that the school faces in times of crisis.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"153-165"},"PeriodicalIF":1.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335493","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}
Lidia María del Socorro Flórez de Alvis, J. López Coronado, Rafael Vílchez Pirela
espanolResumen En este estudio se indago sobre los niveles de resiliencia y las estrategias de afrontamiento utilizadas por los estudiantes universitarios victimas del conflicto armado colombiano, mediante la aplicacion de dos instrumentos contextualizados y validados: la Escala de Resiliencia de Wagnild y Young (1993), y la Escala Coping Modificada (EEC-M), Colombia. Los resultados revelan que el nivel de resiliencia donde se ubica el mayor numero de estudiantes es el medio, con un 29.2%; le sigue el muy alto, con un 23.3%; el alto, con un 22.3%; el bajo, con un 15.5%; y el muy bajo, con un 9.7%. Las estrategias de afrontamiento a las que mas recurren los educandos son: religion, solucion de problemas y reevaluacion positiva; y a las que menos acuden son: espera, reaccion agresiva, autonomia, busqueda de apoyo profesional, expresion de la dificultad de afrontamiento y negacion. Ademas, las estrategias mas utilizadas en relacion con los cinco niveles de resiliencia son: solucion de problemas, religion, busqueda de apoyo social y evitacion emocional; y las menos usadas son: autonomia, negacion, expresion de dificultad de afrontamiento y reaccion agresiva. EnglishAbstract This study investigated the levels of resilience and the coping strategies used by university students who are victims of the Colombian armed conflict, through the application of two contextualized and validated instruments: the Wagnild and Young Resilience Scale (1993), and the Modified Coping Scale (EEC-M), Colombia. The results reveal that the level of resilience where the highest number of students is located is the medium, with 29.2%; it is followed by the very high, with 23.3%; the high, with 22.3%; the low, with 15.5%; and the very low, with 9.7%. The coping strategies to which learners resort most are: religion, problem solving and positive re-evaluation; and those to which they resort least are: waiting, aggressive reaction, autonomy, seeking professional support, expressing coping difficulty and denial. In addition, the most widely used strategies in relation to the five levels of resilience are: problem solving, religion, seeking social support and emotional avoidance; and the least used are: autonomy, denial, expressing coping difficulties and reacting aggressively.
espanolResumen该项研究报告看着弹性水平和应对战略大学生所用哥伦比亚武装冲突的受害者,通过《两项文书的裨益和验证:Wagnild复原和Young(1993年)、和修改Coping阶梯(EEC-M)、哥伦比亚。本研究的目的是评估学生的弹性水平，并确定学生的弹性水平。其次是非常高的23.3%;高，22.3%;低，15.5%;最低的是9.7%。学生最常使用的应对策略有:宗教、解决问题和积极的重新评估;最不常见的是:等待、攻击性反应、自主、寻求专业支持、表达应对困难和否认。此外，与五个弹性层次相关的最常用的策略是:解决问题、宗教、寻求社会支持和情绪回避;最不常用的是:自主、否认、表达应对困难和攻击性反应。本研究通过应用两种情境化和验证的工具:瓦格尼德和青年复原力量表(1993年)和哥伦比亚改良应对量表(EEC-M)，调查了哥伦比亚武装冲突受害大学生的复原力水平和应对策略。结果显示，学生人数最多的复原力水平为中等，占29.2%;紧随其后的是非常高的23.3%;高，22.3%;最低，15.5%;= =地理= =根据美国人口普查局的数据，该县总面积为，其中土地和(1.0%)水。学习者最关心的应对策略是:宗教、解决问题和积极的重新评价;and to which they度假村最不的人:等待,发布反应,autonomy, seeking professional支持甚微coping滑道和denial。此外，与五个复原力层次有关的最广泛使用的策略是:解决问题、宗教、寻求社会支持和避免情绪;= =地理= =根据美国人口普查，这个县的面积为。
{"title":"Niveles de resiliencia y estrategias de afrontamiento: reto de las instituciones de educación superior","authors":"Lidia María del Socorro Flórez de Alvis, J. López Coronado, Rafael Vílchez Pirela","doi":"10.6018/REIFOP.438531","DOIUrl":"https://doi.org/10.6018/REIFOP.438531","url":null,"abstract":"espanolResumen En este estudio se indago sobre los niveles de resiliencia y las estrategias de afrontamiento utilizadas por los estudiantes universitarios victimas del conflicto armado colombiano, mediante la aplicacion de dos instrumentos contextualizados y validados: la Escala de Resiliencia de Wagnild y Young (1993), y la Escala Coping Modificada (EEC-M), Colombia. Los resultados revelan que el nivel de resiliencia donde se ubica el mayor numero de estudiantes es el medio, con un 29.2%; le sigue el muy alto, con un 23.3%; el alto, con un 22.3%; el bajo, con un 15.5%; y el muy bajo, con un 9.7%. Las estrategias de afrontamiento a las que mas recurren los educandos son: religion, solucion de problemas y reevaluacion positiva; y a las que menos acuden son: espera, reaccion agresiva, autonomia, busqueda de apoyo profesional, expresion de la dificultad de afrontamiento y negacion. Ademas, las estrategias mas utilizadas en relacion con los cinco niveles de resiliencia son: solucion de problemas, religion, busqueda de apoyo social y evitacion emocional; y las menos usadas son: autonomia, negacion, expresion de dificultad de afrontamiento y reaccion agresiva. EnglishAbstract This study investigated the levels of resilience and the coping strategies used by university students who are victims of the Colombian armed conflict, through the application of two contextualized and validated instruments: the Wagnild and Young Resilience Scale (1993), and the Modified Coping Scale (EEC-M), Colombia. The results reveal that the level of resilience where the highest number of students is located is the medium, with 29.2%; it is followed by the very high, with 23.3%; the high, with 22.3%; the low, with 15.5%; and the very low, with 9.7%. The coping strategies to which learners resort most are: religion, problem solving and positive re-evaluation; and those to which they resort least are: waiting, aggressive reaction, autonomy, seeking professional support, expressing coping difficulty and denial. In addition, the most widely used strategies in relation to the five levels of resilience are: problem solving, religion, seeking social support and emotional avoidance; and the least used are: autonomy, denial, expressing coping difficulties and reacting aggressively.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"35-47"},"PeriodicalIF":1.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335349","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}
José Francisco López-Gil, Edina María De Camargo, Juan Luis Yuste Lucas
espanolLa capacidad aerobica ha sido ampliamente estudiada a lo largo de los anos, debido a su relacion con la condicion fisica, el rendimiento deportivo y la salud. Para la evaluacion de la misma, un instrumento ampliamente utilizado es el test Course Navette, quecalcula de manera indirecta el consumo maximo de oxigeno. El objetivo de este estudio fue conocer el panorama actual del nivel de capacidad aerobica en escolares de Educacion Primaria, determinado a traves del test Course Navette. Se realizo una revision sistematica sobre estudios transversales llevados a cabo en todo el mundo, que evaluaron mediante el test Course Navette la capacidad aerobica en escolares de Educacion Primaria. En total, 19 estudios fueron incluidos en la revision. La mayoria de los estudios muestran que los ninos y ninas de primaria de diferentes paises tienen una capacidad cardiorrespiratoria considerada como saludable. No obstante, las medias encontradas no son lo suficientemente eminentes, donde la volatilidad entre participantes resulta elevada. Por ello, es necesario mejorar los niveles de capacidad fisica en escolares, como un factor de importancia capital para el mantenimiento y optimizacion de la salud; especialmente, entre aquellos que se encuentran por debajo de los umbrales definidos para el riesgo cardiovascular. EnglishAerobic capacity has been extensively studied over the years because of its relationship to fitness, sports performance, and health. For its evaluation, a widely used instrument is the Course Navette test, which indirectly calculates the maximum oxygen consumption. The objective of this study was to know the current panorama of the level of aerobic capacity in primary school children, determined through the Course Navette test. A systematic review was carried out on transversal studies carried out all over the world, which evaluated aerobic capacity in primary school children by means of the Course Navette test. A total of 19 studies were included in the review. Most studies show that primary school children in different countries have a cardiorespiratory capacity that is not considered a health risk. However, the averages found are not eminent enough, where volatility among participants is high. Therefore, it is necessary to improve the levels of physical capacity in schoolchildren, as a factor of capital importance for the maintenance and optimization of health, especially among those who are below the thresholds defined for cardiovascular risk.
{"title":"Capacidad aeróbica en escolares de Educación Primaria determinada mediante el test Course Navette: una revisión sistemática","authors":"José Francisco López-Gil, Edina María De Camargo, Juan Luis Yuste Lucas","doi":"10.6018/REIFOP.402151","DOIUrl":"https://doi.org/10.6018/REIFOP.402151","url":null,"abstract":"espanolLa capacidad aerobica ha sido ampliamente estudiada a lo largo de los anos, debido a su relacion con la condicion fisica, el rendimiento deportivo y la salud. Para la evaluacion de la misma, un instrumento ampliamente utilizado es el test Course Navette, quecalcula de manera indirecta el consumo maximo de oxigeno. El objetivo de este estudio fue conocer el panorama actual del nivel de capacidad aerobica en escolares de Educacion Primaria, determinado a traves del test Course Navette. Se realizo una revision sistematica sobre estudios transversales llevados a cabo en todo el mundo, que evaluaron mediante el test Course Navette la capacidad aerobica en escolares de Educacion Primaria. En total, 19 estudios fueron incluidos en la revision. La mayoria de los estudios muestran que los ninos y ninas de primaria de diferentes paises tienen una capacidad cardiorrespiratoria considerada como saludable. No obstante, las medias encontradas no son lo suficientemente eminentes, donde la volatilidad entre participantes resulta elevada. Por ello, es necesario mejorar los niveles de capacidad fisica en escolares, como un factor de importancia capital para el mantenimiento y optimizacion de la salud; especialmente, entre aquellos que se encuentran por debajo de los umbrales definidos para el riesgo cardiovascular. EnglishAerobic capacity has been extensively studied over the years because of its relationship to fitness, sports performance, and health. For its evaluation, a widely used instrument is the Course Navette test, which indirectly calculates the maximum oxygen consumption. The objective of this study was to know the current panorama of the level of aerobic capacity in primary school children, determined through the Course Navette test. A systematic review was carried out on transversal studies carried out all over the world, which evaluated aerobic capacity in primary school children by means of the Course Navette test. A total of 19 studies were included in the review. Most studies show that primary school children in different countries have a cardiorespiratory capacity that is not considered a health risk. However, the averages found are not eminent enough, where volatility among participants is high. Therefore, it is necessary to improve the levels of physical capacity in schoolchildren, as a factor of capital importance for the maintenance and optimization of health, especially among those who are below the thresholds defined for cardiovascular risk.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"217-232"},"PeriodicalIF":1.6,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.402151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49157108","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}
Francisco Javier Hinojo Lucena, Inmaculada Aznar Díaz, A. M. Rodríguez García, José María Romero Rodríguez
The beginning of the university teaching career in Spain usually begins with obtaining a predoctoral contract. The main programs subsidized by public institutions are the aids of University Teacher Training (FPU) and the Training of Research Staff (FPI). The purposes of this paper were mainly related to the analysis of the professional perspective of the FPU and FPI predoctoral staff. For this, a quantitative methodology has been used based on the application of a closed Likert questionnaire. It were established as analysis variables the professional perspective, training and research and teaching. The results show some of the differences inherent to each aid, such as teaching, where the scores are higher in the FPU contracts. Although no statistically significant differences are found depending on the type of aid in the different variables. Lastly, some of the training gaps of the predoctoral group and the differentiation in the work perspective, in relation to the field of knowledge of the doctoral program, are evident.
{"title":"La carrera docente universitaria en España","authors":"Francisco Javier Hinojo Lucena, Inmaculada Aznar Díaz, A. M. Rodríguez García, José María Romero Rodríguez","doi":"10.6018/REIFOP.410421","DOIUrl":"https://doi.org/10.6018/REIFOP.410421","url":null,"abstract":"The beginning of the university teaching career in Spain usually begins with obtaining a predoctoral contract. The main programs subsidized by public institutions are the aids of University Teacher Training (FPU) and the Training of Research Staff (FPI). The purposes of this paper were mainly related to the analysis of the professional perspective of the FPU and FPI predoctoral staff. For this, a quantitative methodology has been used based on the application of a closed Likert questionnaire. It were established as analysis variables the professional perspective, training and research and teaching. The results show some of the differences inherent to each aid, such as teaching, where the scores are higher in the FPU contracts. Although no statistically significant differences are found depending on the type of aid in the different variables. Lastly, some of the training gaps of the predoctoral group and the differentiation in the work perspective, in relation to the field of knowledge of the doctoral program, are evident.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"1-16"},"PeriodicalIF":1.6,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41700520","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. Jimenez, Silvia Martínez de Miguel López, J. Vizcaíno
Do schools take advantage of the local environment possibilities to teach the cultural heritage? This investigation constitutes a study about the promotion that educational centers carry out relating to the local cultural heritage through folklore. In this way, it will look into the knowledge that teachers and students have about this topic, as well as the presence in the syllabus. In addition, it will analyze the cooperation between cultural institutions and schools for the promotion of local folklore. Following a non-experimental research method, in which teachers and students from different schools have participated, just as representatives of cultural associations. For the collection of information, a mixed methodology has been carried out, on the one hand, the survey, and on the other hand, the interview and discussion group. This research reflects the need to make aware schools and cultural and social institutions about the value that knowledge of our roots and traditions have for education, through something enriching, and present in our society, as is folklore
{"title":"El papel de la escuela en la promoción del patrimonio cultural. Un análisis a través del folklore.","authors":"D. Jimenez, Silvia Martínez de Miguel López, J. Vizcaíno","doi":"10.6018/REIFOP.384021","DOIUrl":"https://doi.org/10.6018/REIFOP.384021","url":null,"abstract":"Do schools take advantage of the local environment possibilities to teach the cultural heritage? This investigation constitutes a study about the promotion that educational centers carry out relating to the local cultural heritage through folklore. In this way, it will look into the knowledge that teachers and students have about this topic, as well as the presence in the syllabus. In addition, it will analyze the cooperation between cultural institutions and schools for the promotion of local folklore. Following a non-experimental research method, in which teachers and students from different schools have participated, just as representatives of cultural associations. For the collection of information, a mixed methodology has been carried out, on the one hand, the survey, and on the other hand, the interview and discussion group. This research reflects the need to make aware schools and cultural and social institutions about the value that knowledge of our roots and traditions have for education, through something enriching, and present in our society, as is folklore","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"67-82"},"PeriodicalIF":1.6,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49442980","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 Fuensanta Caballero García, Verónica Alavés González, Lorena Soler Mesa
The World Health Organization (WHO, 2010) stablishes a minimum physical practice of 60 minutes per day in a range of moderate to vigorous intensity. Participantes were 28 students of 6th Primary Education. Three cooperation-opposition motor games were developed, varying the space orientation. The objectives were to know the adequacy of perceived effort in the three games, in relation to intensity, to achieve health benefits and compare the perceived effort based on the different space orientations. After the completion of each game, the Pictorical Children's Effort Rating Table (PCERT) were distribuited. Results show students do not reach a sufficient intensity in motor games to obtain health benefits, as well as statistically significant differences for the perceived exertion depending on the space orientation, being the game with higher levels the one that presents oriented space with small goals and the game with lower levels is the non-oriented space game.
{"title":"Influencia de la orientación del espacio sobre el esfuerzo percibido en Educación Física: Juegos motores de cooperación-oposición","authors":"María Fuensanta Caballero García, Verónica Alavés González, Lorena Soler Mesa","doi":"10.6018/REIFOP.399011","DOIUrl":"https://doi.org/10.6018/REIFOP.399011","url":null,"abstract":"The World Health Organization (WHO, 2010) stablishes a minimum physical practice of 60 minutes per day in a range of moderate to vigorous intensity. Participantes were 28 students of 6th Primary Education. Three cooperation-opposition motor games were developed, varying the space orientation. The objectives were to know the adequacy of perceived effort in the three games, in relation to intensity, to achieve health benefits and compare the perceived effort based on the different space orientations. After the completion of each game, the Pictorical Children's Effort Rating Table (PCERT) were distribuited. Results show students do not reach a sufficient intensity in motor games to obtain health benefits, as well as statistically significant differences for the perceived exertion depending on the space orientation, being the game with higher levels the one that presents oriented space with small goals and the game with lower levels is the non-oriented space game.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"233-247"},"PeriodicalIF":1.6,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48952039","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}
Elena Hernández de la Torre, Sandra González-Miguel
This article aims to provide qualitative analysis systems of the data generated from the information obtained in interviews of focus groups and discussion groups as a method of shared and conversational learning. Interviews have been carried out with two groups of experts in education, on the one hand focus groups formed by 4/5 teachers-consultants of teaching centers; on the other hand discussion groups formed by 4/6 teacher-mentors. A group of each group strategy has been used for the qualitative analysis of the data, the topics being used in the focus groups “Advantages and disadvantages of the participation of schools in school networks” and in the discussion groups “Identification of obstacles and barriers in the process of advising beginner teachers”. In both cases, the conversation about their own professional experiences has been deepened, being analyzed with systems of tables and matrices of which we propose two models. It concludes the need to use rigorous models of systematic analysis of the information obtained with the objective of building solid theories by the interviewees on the topics to be treated in shared experiences for the construction of knowledge.
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Edwin Hernan Ramirez Asis, M. Maguiña, Santos Miguel Esquivel infantes, Miguel Edmundo Naranjo Toro
The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.
{"title":"Inteligencia emocional, competencias y desempeño del docente universitario: Aplicando la técnica mínimos cuadrados parciales SEM-PLS","authors":"Edwin Hernan Ramirez Asis, M. Maguiña, Santos Miguel Esquivel infantes, Miguel Edmundo Naranjo Toro","doi":"10.6018/REIFOP.428261","DOIUrl":"https://doi.org/10.6018/REIFOP.428261","url":null,"abstract":"The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"99-114"},"PeriodicalIF":1.6,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48196989","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 Angélica García Medina, D. Meza, Asdrúbal Antonio Atencia Andrade, Marco Tulio Rodríguez Sandoval
espanolLa investigacion tiene como objetivo determinar el pensamiento critico en estudiantes universitarios de segundo semestre de la Corporacion Universitaria del Caribe CECAR. Se realizo una aproximacion teorica sobre el constructo pensamiento critico y como este es valorado por diversos autores. La investigacion es de corte cuantitativo-descriptivo, conuestra intencional de 100 estudiantes pertenecientes a los programas de Ciencias del Deporte, Ingenierias y Licenciatura en Linguistica y Literatura. Se utiliza el test Evaluacion del Pensamiento Critico Contextualizado (EP-2C) propuesto por Carrasco (2018) que consta de cinco variables y 26 reactivos disenados para medir las variables de estudio: analisis, interpretacion, evaluacion, inferencia y explicacion. Los resultados arrojan que los estudiantes estan en el nivel de PC mediamente logrado en el cual son capaces de argumentar acercandose levemente a la respuesta esperada. Esto indica que se deben disenar estrategias en ambientes enriquecidos y secuencias didacticas que propendan por el fortalecimiento de las variables estudiadas. EnglishThe research aims to determine critical thinking in second semester university students of the Caribbean University Corporation (CECAR). A theoretical approach was made to the critical thinking construct and how various authors value it. The research is quantitative and descriptive, with an intentional sample of 100 students belonging to the programs of Sports Sciences, Engineering and Linguistics and Literature. The test Evaluation of Critical Contextualized Thinking (EP-2C) proposed by Carrasco (2018) is used. It consists of five variables and 26 reagents designed to measure the study variables: analysis, interpretation, evaluation, inference and explanation. The results show that the students are at the medium level of CP in which they are able to argue by getting slightly closer to the expected response. This indicates that strategies should be designed in enriched environments and didactic sequences that tend to strengthen the variables studied.
{"title":"Identificación del pensamiento crítico en estudiantes universitarios de segundo semestre de la Corporación Universitaria del Caribe (CECAR)","authors":"María Angélica García Medina, D. Meza, Asdrúbal Antonio Atencia Andrade, Marco Tulio Rodríguez Sandoval","doi":"10.6018/REIFOP.435831","DOIUrl":"https://doi.org/10.6018/REIFOP.435831","url":null,"abstract":"espanolLa investigacion tiene como objetivo determinar el pensamiento critico en estudiantes universitarios de segundo semestre de la Corporacion Universitaria del Caribe CECAR. Se realizo una aproximacion teorica sobre el constructo pensamiento critico y como este es valorado por diversos autores. La investigacion es de corte cuantitativo-descriptivo, conuestra intencional de 100 estudiantes pertenecientes a los programas de Ciencias del Deporte, Ingenierias y Licenciatura en Linguistica y Literatura. Se utiliza el test Evaluacion del Pensamiento Critico Contextualizado (EP-2C) propuesto por Carrasco (2018) que consta de cinco variables y 26 reactivos disenados para medir las variables de estudio: analisis, interpretacion, evaluacion, inferencia y explicacion. Los resultados arrojan que los estudiantes estan en el nivel de PC mediamente logrado en el cual son capaces de argumentar acercandose levemente a la respuesta esperada. Esto indica que se deben disenar estrategias en ambientes enriquecidos y secuencias didacticas que propendan por el fortalecimiento de las variables estudiadas. EnglishThe research aims to determine critical thinking in second semester university students of the Caribbean University Corporation (CECAR). A theoretical approach was made to the critical thinking construct and how various authors value it. The research is quantitative and descriptive, with an intentional sample of 100 students belonging to the programs of Sports Sciences, Engineering and Linguistics and Literature. The test Evaluation of Critical Contextualized Thinking (EP-2C) proposed by Carrasco (2018) is used. It consists of five variables and 26 reagents designed to measure the study variables: analysis, interpretation, evaluation, inference and explanation. The results show that the students are at the medium level of CP in which they are able to argue by getting slightly closer to the expected response. This indicates that strategies should be designed in enriched environments and didactic sequences that tend to strengthen the variables studied.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"133-147"},"PeriodicalIF":1.6,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335338","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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