Alfredo Flórez Gutiérrez, P. Moreno, Mariel Evelyng Castellanos Adame
This paper aims to show the presence of higher order thinking, in university teachers through the application of a diagnostic instrument focus on competencies and structured by using the SOLO taxonomy (Structure of Observed Learning Outcome) and the item response theory (IRT), proposed in the Rasch model. The instrument was developed by teachers from CECAR, within the framework of a process of strengthening educational quality called “Teaching to Think”. The results demonstrate the effectiveness of the instrument to determine a direct relationship between the response ability against the item, the identification of training levels according to SOLO taxonomy and the presence of higher order thinking. However, the diagnosis was not very satisfactory, due to only 4.3% y el 6.6% of the teachers answered the questions of the extended abstract level, about the critical reading skills and quantitative reasoning respectively.
{"title":"Evidencia del desarrollo del pensamiento de orden superior en profesores universitarios, a partir de pruebas formuladas según la taxonomía SOLO","authors":"Alfredo Flórez Gutiérrez, P. Moreno, Mariel Evelyng Castellanos Adame","doi":"10.6018/REIFOP.434961","DOIUrl":"https://doi.org/10.6018/REIFOP.434961","url":null,"abstract":"This paper aims to show the presence of higher order thinking, in university teachers through the application of a diagnostic instrument focus on competencies and structured by using the SOLO taxonomy (Structure of Observed Learning Outcome) and the item response theory (IRT), proposed in the Rasch model. The instrument was developed by teachers from CECAR, within the framework of a process of strengthening educational quality called “Teaching to Think”. The results demonstrate the effectiveness of the instrument to determine a direct relationship between the response ability against the item, the identification of training levels according to SOLO taxonomy and the presence of higher order thinking. However, the diagnosis was not very satisfactory, due to only 4.3% y el 6.6% of the teachers answered the questions of the extended abstract level, about the critical reading skills and quantitative reasoning respectively.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45862484","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 Consuelo Sáiz Manzanares, Lorena Valdivieso-León
We study the relationship between student´s self-perceptions of their declarative and procedural knowledge and their academic performance. 116 university students, in their first and second year of their degree courses participated in two studies. One was quasi-experimental (before-after-no control group), in which the independent variable was “learning based on self-regulation strategies” and the dependent variable was “their responses to scales on metacognition and information processing skills) taken from ACRA (learning strategies scales). A second descriptive-correlational test analyzed the triadic relation between metacognitive strategies, information processing skills and learning outcomes. The results point out to differences in student self-perceptions regarding the acquisition of declarative procedural competencies after self-regulation training. The greatest effectiveness was observed in the first year, lending support to university learning-teaching methodology based on self-regulation strategies.
{"title":"Relación entre rendimiento académico y desarrollo de Estrategias de autorregulación en estudiantes universitarios","authors":"María Consuelo Sáiz Manzanares, Lorena Valdivieso-León","doi":"10.6018/REIFOP.385491","DOIUrl":"https://doi.org/10.6018/REIFOP.385491","url":null,"abstract":"We study the relationship between student´s self-perceptions of their declarative and procedural knowledge and their academic performance. 116 university students, in their first and second year of their degree courses participated in two studies. One was quasi-experimental (before-after-no control group), in which the independent variable was “learning based on self-regulation strategies” and the dependent variable was “their responses to scales on metacognition and information processing skills) taken from ACRA (learning strategies scales). A second descriptive-correlational test analyzed the triadic relation between metacognitive strategies, information processing skills and learning outcomes. The results point out to differences in student self-perceptions regarding the acquisition of declarative procedural competencies after self-regulation training. The greatest effectiveness was observed in the first year, lending support to university learning-teaching methodology based on self-regulation strategies.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47661985","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}
Santiago Pozo Sánchez, Jesús López Belmonte, Antonio José Moreno Guerrero, F. Hinojo-Lucena
Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.
{"title":"Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual","authors":"Santiago Pozo Sánchez, Jesús López Belmonte, Antonio José Moreno Guerrero, F. Hinojo-Lucena","doi":"10.6018/REIFOP.422971","DOIUrl":"https://doi.org/10.6018/REIFOP.422971","url":null,"abstract":"Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46196306","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}
Future teachers' attitudes towards mathematics can influence the teaching of this subject-matter in the earlier years. In order to know their attitudes, 1,150 Primary Education students (2nd, 3rd and 4th years) of the Faculty of Education at the University of CCC were surveyed during 6 academic years. They were given the Auzmendi (1992) test which is composed of 25 items on a 1-5 Likert scale. The results show that 1 in 3 students has a negative attitude (lower than 3). They also show that men have a more favourable attitude than women and that 4th-year students have the highest attitude. The item with the highest score refers to the self-confidence factor whereas the one with the lowest score relates to the liking factor.
{"title":"Actitud hacia las matemáticas en el Grado de Maestro de Primaria","authors":"Rosa Nortes Martínez-Artero, Andrés Nortes Checa","doi":"10.6018/REIFOP.348061","DOIUrl":"https://doi.org/10.6018/REIFOP.348061","url":null,"abstract":"Future teachers' attitudes towards mathematics can influence the teaching of this subject-matter in the earlier years. In order to know their attitudes, 1,150 Primary Education students (2nd, 3rd and 4th years) of the Faculty of Education at the University of CCC were surveyed during 6 academic years. They were given the Auzmendi (1992) test which is composed of 25 items on a 1-5 Likert scale. The results show that 1 in 3 students has a negative attitude (lower than 3). They also show that men have a more favourable attitude than women and that 4th-year students have the highest attitude. The item with the highest score refers to the self-confidence factor whereas the one with the lowest score relates to the liking factor.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47477428","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 describes the professionals' vision about the origin and nature of the conflicts in six intercultural centers of the commune of Santiago, Chile. It is the result of a major study, of a mixed type of deepening, regarding the scope of plans for improvement in democratic coexistence. As for the first quantitative phase, a questionnaire was designed and applied to 205 participants whose results were analyzed through the statistical package SPSS. In the qualitative phase, 26 intentionally selected professionals were interviewed, by means of a semi-structured survey, whose results were analyzed by means of the Nvivo 10 software. Because of triangulation, it is concluded that in the professionals’ view there still remains the denial of discrimination, masking and / or concealment of conflicts and their own vision as a problem for the consolidation of democratic life. A phenomenon, which has been called "the preamble in the self-consciousness of conflict".
{"title":"El conflicto en contextos culturalmente diversos desde la perspectiva de profesionales de la educación","authors":"Leila Campdesuñer Sarquiz, Paulino Murillo Estepa","doi":"10.6018/REIFOP.388981","DOIUrl":"https://doi.org/10.6018/REIFOP.388981","url":null,"abstract":"This article describes the professionals' vision about the origin and nature of the conflicts in six intercultural centers of the commune of Santiago, Chile. It is the result of a major study, of a mixed type of deepening, regarding the scope of plans for improvement in democratic coexistence. As for the first quantitative phase, a questionnaire was designed and applied to 205 participants whose results were analyzed through the statistical package SPSS. In the qualitative phase, 26 intentionally selected professionals were interviewed, by means of a semi-structured survey, whose results were analyzed by means of the Nvivo 10 software. Because of triangulation, it is concluded that in the professionals’ view there still remains the denial of discrimination, masking and / or concealment of conflicts and their own vision as a problem for the consolidation of democratic life. A phenomenon, which has been called \"the preamble in the self-consciousness of conflict\".","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43770257","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}
espanolLos cursos de formacion en linea son considerados en ocasiones como poco motivadores debido a la ausencia de relacion con el tutor y entre los participantes del curso. Pero cada dia hay mas cursos a distancia para formacion docente, por ello, el objetivo del presente estudio es conocer que perfil de docentes opta por la formacion en linea y que opinion genera en ellos. Se han analizado cincuenta cursos en linea pertenecientes a la oferta formativa de la Consejeria de Educacion de Madrid, obteniendo datos de los cuestionarios en linea realizados al final de cada uno de esos cursos. Se ha encontrado que esta oferta formativa en linea esta promovida y canalizada fundamentalmente desde la web y los servicios de la propia consejeria y que lo que mas se valora por parte de los profesores que se estan formando son los contenidos y actividades, mas que el formato del propio curso o las tecnologias en que se apoya. Los cursos con tematicas pedagogicas son los que mas se valoran, por encima de los tecnologicos. Las conclusiones apuntan hacia la necesidad de un refuerzo de la parte tecnopedagogica en los cursos que se desarrollan en entornos de aprendizaje en linea. EnglishThe lack of a relationship between the tutor and the course participants makes this type of environment unmotivating for most online training course participants. But every day there is an increasing offer of online courses for teacher training, so the aim of the study is to know the profile of teachers who opt for online training and their opinion about them. Fifty online courses belonging to the educational offer of the Regional Ministry of Education of Madrid have been analysed, obtaining data from the online surveys carried out at the end of each of these courses. It has been found that this online training offer is promoted and channelled mainly from the web and the services of the council itself. What is most valued by the teachers surveyed are the contents and activities, rather than the format of the course or the technologies on which it is based. The courses with pedagogical themes are the ones that are most valued above the technological ones. The conclusions suggest that a boost in the technopedagogical part of the courses developed in online learning environments is needed.
西班牙在线培训课程有时被认为是缺乏动力的，因为缺乏与导师和课程参与者之间的关系。但是每天都有越来越多的远程教师培训课程，因此，本研究的目的是了解哪些教师选择在线培训，以及在他们身上产生的意见。对马德里教育部提供的50门在线课程进行了分析，从每门课程结束时进行的在线问卷中获得数据。发现了这种培训声浪苹果机和引发群聚感染主要从web服务consejeria本身和所最重视教师的他们形成和活动内容,是比自己的格式或科技基础课程。有教学主题的课程比技术课程更受重视。结论指出，有必要加强在在线学习环境中开发的课程的技术教育学部分。由于导师和课程参与者之间缺乏关系，这种环境对大多数在线培训课程参与者来说是没有动力的。但是每天都有越来越多的在线教师培训课程，所以这项研究的目的是了解选择在线培训的教师的概况以及他们对这些课程的看法。对马德里地区教育部提供的50门在线课程进行了分析，并从每门课程结束时进行的在线调查中获得数据。据了解，这项在线培训主要是通过网络和理事会本身的服务推广和提供的。被调查教师最看重的是内容和活动，而不是课程的形式或所依据的技术。The本地with pedagogical组件are The ones that are most valued在南洋ones。研究结果表明，需要加强在在线学习环境中开发的课程的技术教育学部分。
{"title":"Formación docente en línea a distancia. Un análisis de los perfiles y la opinión de los profesores","authors":"Melchor Gómez García, Moussa Boumadan Hamed, César Poyatos Dorado, Roberto Soto Valera","doi":"10.6018/REIFOP.423001","DOIUrl":"https://doi.org/10.6018/REIFOP.423001","url":null,"abstract":"espanolLos cursos de formacion en linea son considerados en ocasiones como poco motivadores debido a la ausencia de relacion con el tutor y entre los participantes del curso. Pero cada dia hay mas cursos a distancia para formacion docente, por ello, el objetivo del presente estudio es conocer que perfil de docentes opta por la formacion en linea y que opinion genera en ellos. Se han analizado cincuenta cursos en linea pertenecientes a la oferta formativa de la Consejeria de Educacion de Madrid, obteniendo datos de los cuestionarios en linea realizados al final de cada uno de esos cursos. Se ha encontrado que esta oferta formativa en linea esta promovida y canalizada fundamentalmente desde la web y los servicios de la propia consejeria y que lo que mas se valora por parte de los profesores que se estan formando son los contenidos y actividades, mas que el formato del propio curso o las tecnologias en que se apoya. Los cursos con tematicas pedagogicas son los que mas se valoran, por encima de los tecnologicos. Las conclusiones apuntan hacia la necesidad de un refuerzo de la parte tecnopedagogica en los cursos que se desarrollan en entornos de aprendizaje en linea. EnglishThe lack of a relationship between the tutor and the course participants makes this type of environment unmotivating for most online training course participants. But every day there is an increasing offer of online courses for teacher training, so the aim of the study is to know the profile of teachers who opt for online training and their opinion about them. Fifty online courses belonging to the educational offer of the Regional Ministry of Education of Madrid have been analysed, obtaining data from the online surveys carried out at the end of each of these courses. It has been found that this online training offer is promoted and channelled mainly from the web and the services of the council itself. What is most valued by the teachers surveyed are the contents and activities, rather than the format of the course or the technologies on which it is based. The courses with pedagogical themes are the ones that are most valued above the technological ones. The conclusions suggest that a boost in the technopedagogical part of the courses developed in online learning environments is needed.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.423001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42865876","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}
A. Mirete, María Luisa Belmonte, Javier J. Maquilón
Diversity is intrinsic to our society, fundamental to the creation of a fair and egalitarian community. Understanding attitudes towards diversity is an essential element for the establishment of measures to facilitate respect for diversity. The aim of this research focused on designing, applying and validating an instrument to assess attitudes towards diversity in students younger than six years old. A group of 125 students of ages ranging between three and six participated in the study. Additionally, six experts in the fields of research methodology and attention to diversity were chosen as inter-judges to determine the validity of the instrument. Results show that students display a positive attitude towards diversity, but that they consider lack of academic ability in students with disabilities to be a considerable limitation. These findings prove the need to start an educational intervention to eliminate prejudices and build new knowledge based on the equality of diversity.
{"title":"Diseño, aplicación y validación de un instrumento para Valorar las Actitudes hacia la Diversidad del Alumnado (VADA)","authors":"A. Mirete, María Luisa Belmonte, Javier J. Maquilón","doi":"10.6018/REIFOP.413851","DOIUrl":"https://doi.org/10.6018/REIFOP.413851","url":null,"abstract":"Diversity is intrinsic to our society, fundamental to the creation of a fair and egalitarian community. Understanding attitudes towards diversity is an essential element for the establishment of measures to facilitate respect for diversity. The aim of this research focused on designing, applying and validating an instrument to assess attitudes towards diversity in students younger than six years old. A group of 125 students of ages ranging between three and six participated in the study. Additionally, six experts in the fields of research methodology and attention to diversity were chosen as inter-judges to determine the validity of the instrument. Results show that students display a positive attitude towards diversity, but that they consider lack of academic ability in students with disabilities to be a considerable limitation. These findings prove the need to start an educational intervention to eliminate prejudices and build new knowledge based on the equality of diversity.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/REIFOP.413851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260772","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}
Verónica Marín Díaz, B. Sampedro, J. Muñoz, P. Salcedo
The incorporation of ICT into the class every day is a reality, a myth, evidence of this are the experiences that can be found in social nets works on their use. In this study we present the opinions that have a group of Spanish and Chileans students (N=92) about one of them, the blog. The principal objective was to determine whether the pre-service teachers and didactics of mathematics and pedagogy considered that blogs could be a useful tool in teaching process, as well as to determinate the existence or not of differences between both groups. The main result has been reached that Chilean students had a higher valuation of blogs respect to use in teaching job in front of Spanish students, however these be considered very useful resource than those
{"title":"El blog en la formación de los profesionales de la educación","authors":"Verónica Marín Díaz, B. Sampedro, J. Muñoz, P. Salcedo","doi":"10.6018/REIFOP.414061","DOIUrl":"https://doi.org/10.6018/REIFOP.414061","url":null,"abstract":"The incorporation of ICT into the class every day is a reality, a myth, evidence of this are the experiences that can be found in social nets works on their use. In this study we present the opinions that have a group of Spanish and Chileans students (N=92) about one of them, the blog. The principal objective was to determine whether the pre-service teachers and didactics of mathematics and pedagogy considered that blogs could be a useful tool in teaching process, as well as to determinate the existence or not of differences between both groups. The main result has been reached that Chilean students had a higher valuation of blogs respect to use in teaching job in front of Spanish students, however these be considered very useful resource than those","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363217","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 María Sola Reche, José María Sola Reche, José Antonio Marín Marín, Santiago Alonso García, Gerardo Gómez García
espanolEn la actualidad, la formacion en competencias profesionales docentes constituye un pilar basico y fundamental a la hora de llevar a cabo la formacion inicial del profesorado. Es fundamental que desde la Educacion Superior se promueva una praxis educativa que permita que los aspirantes a futuros profesores conozcan las multiples demandas que el docente debe desempenar con eficacia en el contexto escolar. En base a esta idea, el presente trabajo tiene el objetivo de analizar las percepciones de 410 estudiantes del master de profesorado de Educacion Secundaria acerca de las competencias profesionales que debe reunir un docente. Para ello, se abogo por una metodologia transversal descriptiva y correlacional, utilizando como instrumento de medida el cuestionario. Los resultados mostraron que los estudiantes otorgan gran valor a aquellas cuestiones vinculadas a la competencia aprender a aprender, la importancia de la adecuada convivencia y relaciones sociales, asi como el fomento de un espiritu critico y reflexivo. Asimismo, se establecieron relaciones correlacionales entre aquellas variables vinculadas a la ensenanza emocional y a los ambitos tutoriales y de orientacion. Por lo tanto, es preciso continuar en una linea de trabajo que siga en la mejora de la formacion inicial de futuros docentes ante los numerosos retos que le deparan en el contexto educativo actual. EnglishAt current, training in professional teaching skills is a basic and fundamental pillar in carrying out initial teacher training. It is essential that Higher Education promotes an educational practice that allows aspiring teachers to be aware of the multiple demands that the teacher must carry out effectively in the school context. Based on this idea, the present work aims to analyse the perceptions of 410 students of the Master's Degree in Secondary Education about the professional skills that a teacher should have. To this end, a descriptive and correlational transversal methodology was advocated, using the questionnaire as a measurement instrument. The results showed that students attach great value to those issues linked to the learning to learn competence, the importance of proper coexistence and social relations, as well as the promotion of a critical and reflective spirit. Likewise, correlation was established between those variables linked to emotional teaching and to the tutorial and guidance areas. Therefore, it is necessary to continue in a line of work that continues to improve the initial training of future teachers in the face of the many challenges that they face in the current educational context.
{"title":"Análisis de percepciones del estudiantado del Máster de Secundaria respecto a las competencias profesionales del docente","authors":"José María Sola Reche, José María Sola Reche, José Antonio Marín Marín, Santiago Alonso García, Gerardo Gómez García","doi":"10.6018/REIFOP.418601","DOIUrl":"https://doi.org/10.6018/REIFOP.418601","url":null,"abstract":"espanolEn la actualidad, la formacion en competencias profesionales docentes constituye un pilar basico y fundamental a la hora de llevar a cabo la formacion inicial del profesorado. Es fundamental que desde la Educacion Superior se promueva una praxis educativa que permita que los aspirantes a futuros profesores conozcan las multiples demandas que el docente debe desempenar con eficacia en el contexto escolar. En base a esta idea, el presente trabajo tiene el objetivo de analizar las percepciones de 410 estudiantes del master de profesorado de Educacion Secundaria acerca de las competencias profesionales que debe reunir un docente. Para ello, se abogo por una metodologia transversal descriptiva y correlacional, utilizando como instrumento de medida el cuestionario. Los resultados mostraron que los estudiantes otorgan gran valor a aquellas cuestiones vinculadas a la competencia aprender a aprender, la importancia de la adecuada convivencia y relaciones sociales, asi como el fomento de un espiritu critico y reflexivo. Asimismo, se establecieron relaciones correlacionales entre aquellas variables vinculadas a la ensenanza emocional y a los ambitos tutoriales y de orientacion. Por lo tanto, es preciso continuar en una linea de trabajo que siga en la mejora de la formacion inicial de futuros docentes ante los numerosos retos que le deparan en el contexto educativo actual. EnglishAt current, training in professional teaching skills is a basic and fundamental pillar in carrying out initial teacher training. It is essential that Higher Education promotes an educational practice that allows aspiring teachers to be aware of the multiple demands that the teacher must carry out effectively in the school context. Based on this idea, the present work aims to analyse the perceptions of 410 students of the Master's Degree in Secondary Education about the professional skills that a teacher should have. To this end, a descriptive and correlational transversal methodology was advocated, using the questionnaire as a measurement instrument. The results showed that students attach great value to those issues linked to the learning to learn competence, the importance of proper coexistence and social relations, as well as the promotion of a critical and reflective spirit. Likewise, correlation was established between those variables linked to emotional teaching and to the tutorial and guidance areas. Therefore, it is necessary to continue in a line of work that continues to improve the initial training of future teachers in the face of the many challenges that they face in the current educational context.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45867684","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}
AnaBel Moriña Díez, Carmen Márquez Vázquez, E. Álvarez
This article analyzes the personal networks of university students with disabilities. The purpose was to analyze their personal networks to know how they contributed to the access and permanence at university of these students. In order to build student networks, we carried out in-depth semi-structured and we relied on Ucinet and Netdraw for their representation. The results were organized in two parts: size and composition of the personal networks of the students; and people who facilitate or obstruct the university trajectories. In the conclusions we suggested that, since other university structures did not respond to the needs of these students, considering the family as the main support.
{"title":"Redes Personales de Estudiantes con Discapacidad en la Universidad","authors":"AnaBel Moriña Díez, Carmen Márquez Vázquez, E. Álvarez","doi":"10.6018/reifop.410261","DOIUrl":"https://doi.org/10.6018/reifop.410261","url":null,"abstract":"This article analyzes the personal networks of university students with disabilities. The purpose was to analyze their personal networks to know how they contributed to the access and permanence at university of these students. In order to build student networks, we carried out in-depth semi-structured and we relied on Ucinet and Netdraw for their representation. The results were organized in two parts: size and composition of the personal networks of the students; and people who facilitate or obstruct the university trajectories. In the conclusions we suggested that, since other university structures did not respond to the needs of these students, considering the family as the main support.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46628187","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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