J. Parejo, I. Ruiz-Requies, Ainoa González-Pedraza
Migration has traditionally encompassed the concepts of emigration and immigration. Emigration was the action of leaving a country to go to another one and immigration was entering a different country. However, the negative connotations acquired by the latter term over the years, largely owing to the media, has led to the spread and simple use of migration. Immigration has become a synonym of invasion, abuse of identity documents, mafias, unemployment, violence, crime, drugs, illegality, cultural deviation, religious fanatism and intolerance, backwardness, etc., while the term migration refers to leaving one’s place of origin, either temporarily or permanently, for reasons related to work, family or any other motivation that influences quality of life. Drawing from this idea, this article provides an analysis and theoretical discussion on the origin and evolution of migration movements and their effects on host countries, specifically focusing on the case of Spain, refugees’ situation and how the area of education should respond to fight the growing wave of racism and xenophobia in current western multicultural societies, so that a new global citizenship that is more inclusive and diverse can be built.
{"title":"Refugees: a new intercultural education for global citizenship","authors":"J. Parejo, I. Ruiz-Requies, Ainoa González-Pedraza","doi":"10.6018/reifop.408541","DOIUrl":"https://doi.org/10.6018/reifop.408541","url":null,"abstract":"Migration has traditionally encompassed the concepts of emigration and immigration. Emigration was the action of leaving a country to go to another one and immigration was entering a different country. However, the negative connotations acquired by the latter term over the years, largely owing to the media, has led to the spread and simple use of migration. Immigration has become a synonym of invasion, abuse of identity documents, mafias, unemployment, violence, crime, drugs, illegality, cultural deviation, religious fanatism and intolerance, backwardness, etc., while the term migration refers to leaving one’s place of origin, either temporarily or permanently, for reasons related to work, family or any other motivation that influences quality of life. Drawing from this idea, this article provides an analysis and theoretical discussion on the origin and evolution of migration movements and their effects on host countries, specifically focusing on the case of Spain, refugees’ situation and how the area of education should respond to fight the growing wave of racism and xenophobia in current western multicultural societies, so that a new global citizenship that is more inclusive and diverse can be built.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"113-124"},"PeriodicalIF":1.6,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.408541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42534820","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}
En la post-Web 2.0, el papel del vídeo se ha vuelto cada vez más importante, tanto en el e-learning como en los sistemas de aprendizaje semipresencial. Este artículo pretende identificar cómo la anotación en vídeo puede ayudar a explorar la comunicación en la formación de profesores. Habida cuenta de la necesidad de tener en cuenta la gran diversidad de alumnos, el trabajo en colaboración y los intercambios en línea pueden contribuir a aumentar la comprensión de la comunicación intercultural. En primer lugar, comenzamos con una presentación de anotaciones en vídeo colaborativo para observar el lugar y el papel de la interacción en este sistema. A continuación, tratamos de descubrir elementos del proceso de diseño en un proyecto de investigación basado en el diseño sobre el celuloide, un dispositivo de anotación de vídeo a través de la descripción de dos experimentos: sus contextos, los vídeos utilizados, las modalidades de consulta y los procesos de anotación desarrollados para aumentar la interacción. In post-Web 2.0, the role of video has become increasingly important, both in e-learning and in blended learning systems. This article aims to identify how video annotation can help explore communication in teacher training. With the necessity to take into account the great diversity of pupils, collaborative work and online exchanges may help increase understanding of intercultural communication. Firstly, we begin with a presentation of collaborative video annotation to observe the place and the role of interaction in this system. Then, we seek to uncover elements of the design process in a design-based research project on Celluloid, a video annotation device through the description of two experiments: their contexts, the videos used, the consultation modalities and the annotation processes developed to increase interaction.
{"title":"Explorando la comunicación intercultural en línea: la anotación en vídeo en la formación de docentes","authors":"Laurent Tessier, Virginie Tremion","doi":"10.6018/reifop.408761","DOIUrl":"https://doi.org/10.6018/reifop.408761","url":null,"abstract":"En la post-Web 2.0, el papel del vídeo se ha vuelto cada vez más importante, tanto en el e-learning como en los sistemas de aprendizaje semipresencial. Este artículo pretende identificar cómo la anotación en vídeo puede ayudar a explorar la comunicación en la formación de profesores. Habida cuenta de la necesidad de tener en cuenta la gran diversidad de alumnos, el trabajo en colaboración y los intercambios en línea pueden contribuir a aumentar la comprensión de la comunicación intercultural. En primer lugar, comenzamos con una presentación de anotaciones en vídeo colaborativo para observar el lugar y el papel de la interacción en este sistema. A continuación, tratamos de descubrir elementos del proceso de diseño en un proyecto de investigación basado en el diseño sobre el celuloide, un dispositivo de anotación de vídeo a través de la descripción de dos experimentos: sus contextos, los vídeos utilizados, las modalidades de consulta y los procesos de anotación desarrollados para aumentar la interacción.\u0000 In post-Web 2.0, the role of video has become increasingly important, both in e-learning and in blended learning systems. This article aims to identify how video annotation can help explore communication in teacher training. With the necessity to take into account the great diversity of pupils, collaborative work and online exchanges may help increase understanding of intercultural communication. Firstly, we begin with a presentation of collaborative video annotation to observe the place and the role of interaction in this system. Then, we seek to uncover elements of the design process in a design-based research project on Celluloid, a video annotation device through the description of two experiments: their contexts, the videos used, the consultation modalities and the annotation processes developed to increase interaction.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.408761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335301","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}
Desiré García Lázaro, Raquel Garrido Abia, Miguel A. Marcos Calvo
The current training of the future teacher requires to include resources that facilitate the teaching and learning processes and, in addition, be useful for their incorporation into the labor market. The use of story as an educational resource in the training of teachers in children stages allows students to be initiated in competences related to the didactics of mathematics as well as how to take advantage of the innovative point of view that the neuroeducation knowledge brings us. In this article, an experience based on the elaboration and design of a mathematical story is developped, in four different formats, in which the mathematical contents are regulated. The work carried out by 108 students belonging to the Degree in Early Childhood Education and Double Degree in Infant and Primary of the URJC, academic year 2018/19 is analysed. To assess the acceptance among the students, a semi-structured interview and a voluntary response questionnaire is carried out. The results show that this type of experiences are necessary in teacher training since they help to motivate, enhance creativity and increase the involvement in the subject, a part from working on mathematical competence from the didactic point of view, obtaining an increase in performance and better satisfaction in the face of the incorporation into the world of work.
{"title":"El uso de los cuentos y la creatividad para la formación del futuro profesorado de infantil en la enseñanza y aprendizaje de las matemáticas","authors":"Desiré García Lázaro, Raquel Garrido Abia, Miguel A. Marcos Calvo","doi":"10.6018/reifop.370071","DOIUrl":"https://doi.org/10.6018/reifop.370071","url":null,"abstract":"The current training of the future teacher requires to include resources that facilitate the teaching and learning processes and, in addition, be useful for their incorporation into the labor market. The use of story as an educational resource in the training of teachers in children stages allows students to be initiated in competences related to the didactics of mathematics as well as how to take advantage of the innovative point of view that the neuroeducation knowledge brings us. In this article, an experience based on the elaboration and design of a mathematical story is developped, in four different formats, in which the mathematical contents are regulated. The work carried out by 108 students belonging to the Degree in Early Childhood Education and Double Degree in Infant and Primary of the URJC, academic year 2018/19 is analysed. To assess the acceptance among the students, a semi-structured interview and a voluntary response questionnaire is carried out. The results show that this type of experiences are necessary in teacher training since they help to motivate, enhance creativity and increase the involvement in the subject, a part from working on mathematical competence from the didactic point of view, obtaining an increase in performance and better satisfaction in the face of the incorporation into the world of work.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"161-174"},"PeriodicalIF":1.6,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633258","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, Manuel Fernández Cruz, Juan Antonio L´ópez Núñez
Knowing the factors that affect the digital teaching competence is essential for schools to develop training plans tailored to the needs of current students. The research objective is focused on knowing the incidence that some factors inherent to the teaching function have on the level of digital competence: sex, age, experience, educational stage and level of training. A quantitative design based on a descriptive and correlational approach has been used, with a sample of 520 Spanish teachers from the infant, primary and secondary stages. A validated questionnaire was used to measure digital competence and another ad hoc questionnaire for sociodemographic and formative data. The results reveal that women have a higher level of digital content creation than men, which stand out in solving problems; there is an inversely proportional relationship between age and competence level; the experience improves the level of digital security; the stage affects the level of information and literacy, communication and content creation; The level of continuing education is directly proportional to the competence level. It is concluded that the factors inherent in educational practice significantly indicate the level of digital teaching competence.
{"title":"Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado","authors":"Santiago Pozo Sánchez, Jesús López Belmonte, Manuel Fernández Cruz, Juan Antonio L´ópez Núñez","doi":"10.6018/reifop.396741","DOIUrl":"https://doi.org/10.6018/reifop.396741","url":null,"abstract":"Knowing the factors that affect the digital teaching competence is essential for schools to develop training plans tailored to the needs of current students. The research objective is focused on knowing the incidence that some factors inherent to the teaching function have on the level of digital competence: sex, age, experience, educational stage and level of training. A quantitative design based on a descriptive and correlational approach has been used, with a sample of 520 Spanish teachers from the infant, primary and secondary stages. A validated questionnaire was used to measure digital competence and another ad hoc questionnaire for sociodemographic and formative data. The results reveal that women have a higher level of digital content creation than men, which stand out in solving problems; there is an inversely proportional relationship between age and competence level; the experience improves the level of digital security; the stage affects the level of information and literacy, communication and content creation; The level of continuing education is directly proportional to the competence level. It is concluded that the factors inherent in educational practice significantly indicate the level of digital teaching competence.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"143-159"},"PeriodicalIF":1.6,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.396741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42903330","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}
espanolResumen Es sobradamente conocido que la participacion de las familias en la escuela nunca ha alcanzado las expectativas deseadas por la comunidad educativa, pero si hablamos de los progenitores migrantes nos confronta a una cuestion mas compleja que la anterior. Por ello, el articulo persigue conocer el grado de participacion y contribucion de las familias migrantes, asi como las actuaciones del profesorado, para fomentar el conocimiento e implicacion de los padres en la vida escolar en los centros de educacion infantil y primaria de atencion preferente de la Region de Murcia. En tal sentido, se realizo una investigacion cuantitativa no experimental de corte descriptivo e inferencial, empleando dos cuestionarios, en el que, han participado un total de 823 familias y 150 docentes. Los resultados arrojan niveles muy bajos de participacion de los progenitores en el Consejo Escolar, y en la asociacion de madres y padres (AMPA). No obstante, se detectan mejoras significativas en cuanto a una mayor contribucion de los progenitores como supervisar y controlar las tareas escolares, apoyarles en la organizacion del tiempo de estudio e informarse sobre la asistencia regular de los hijos e hijas a clase. EnglishAbstract It is well known that families’ participation at school has never reached the expectations desired by the educational community, but if we talk about migrant parents, we are confronted with a more complex issue than the previous one. For this reason, this article seeks to know participation and contribution degree of migrant families, as well as, teachers’ behaviour to promote parents’ knowledge and involvement at school life in early childhood and elementary schools of preferential attention in Region de Murcia. In this sense, a non-experimental quantitative research of a descriptive and inferential nature was carried out, using two questionnaires, in which a total of 823 families and 150 teachers participated. The results show very low levels of parental participation at School Council and AMPA (School Association of Parents). However significant improvements have been detected in terms of a greater contribution from parents, such as supervising and controlling schoolwork, supporting them in organizing study time, and informing about their children’s regular attendance at school. Key Words: Participation, contribution, communication, migrant families, faculty, school.
{"title":"Study on communication between migrant families and schools","authors":"Mohamed Chamseddine Habib Allah","doi":"10.6018/REIFOP.404181","DOIUrl":"https://doi.org/10.6018/REIFOP.404181","url":null,"abstract":"espanolResumen Es sobradamente conocido que la participacion de las familias en la escuela nunca ha alcanzado las expectativas deseadas por la comunidad educativa, pero si hablamos de los progenitores migrantes nos confronta a una cuestion mas compleja que la anterior. Por ello, el articulo persigue conocer el grado de participacion y contribucion de las familias migrantes, asi como las actuaciones del profesorado, para fomentar el conocimiento e implicacion de los padres en la vida escolar en los centros de educacion infantil y primaria de atencion preferente de la Region de Murcia. En tal sentido, se realizo una investigacion cuantitativa no experimental de corte descriptivo e inferencial, empleando dos cuestionarios, en el que, han participado un total de 823 familias y 150 docentes. Los resultados arrojan niveles muy bajos de participacion de los progenitores en el Consejo Escolar, y en la asociacion de madres y padres (AMPA). No obstante, se detectan mejoras significativas en cuanto a una mayor contribucion de los progenitores como supervisar y controlar las tareas escolares, apoyarles en la organizacion del tiempo de estudio e informarse sobre la asistencia regular de los hijos e hijas a clase. EnglishAbstract It is well known that families’ participation at school has never reached the expectations desired by the educational community, but if we talk about migrant parents, we are confronted with a more complex issue than the previous one. For this reason, this article seeks to know participation and contribution degree of migrant families, as well as, teachers’ behaviour to promote parents’ knowledge and involvement at school life in early childhood and elementary schools of preferential attention in Region de Murcia. In this sense, a non-experimental quantitative research of a descriptive and inferential nature was carried out, using two questionnaires, in which a total of 823 families and 150 teachers participated. The results show very low levels of parental participation at School Council and AMPA (School Association of Parents). However significant improvements have been detected in terms of a greater contribution from parents, such as supervising and controlling schoolwork, supporting them in organizing study time, and informing about their children’s regular attendance at school. Key Words: Participation, contribution, communication, migrant families, faculty, school.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"33-47"},"PeriodicalIF":1.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Iglesias Rodríguez, Yolanda Martín González, Azucena Hernández Martín
espanolLa digiculturalidad expresa una realidad integradora de competencias clave para poder hablar de un aprendizaje intercultural en entornos virtuales, a los que poder acceder desde la escuela (Priegue y Leiva, 2012). En la actualidad, estas competencias han adquirido una relevancia social y educativa tal que las convierte en herramientas imprescindibles para afrontar la igualdad de oportunidades y la inclusion social; a la vez que se constituyen en un entorno ecologico especifico para el desarrollo de la interculturalidad desde los contextos escolares (Hernandez e Iglesias, 2017). Partiendo de esta reflexion, en este trabajo se pretende elaborar un mapa de recursos digitales sobre interculturalidad que sirva como herramienta de apoyo en el proceso de ensenanza-aprendizaje de la competencia intercultural. Asimismo se persigue poner en valor la informacion y el conocimiento como recursos contra la discriminacion, el racismo, el prejuicio y estereotipos de diversa indole. Para conseguir tales fines se identifican y seleccionan las fuentes de informacion pertinentes, se propone una clasificacion segun sus caracteristicas y finalidad, y se describen sus principales prestaciones. La existencia o no de recursos especializados en la materia objeto de estudio permitira comprobar la relevancia otorgada a la interculturalidad en una sociedad globalizada. EnglishDigiculturality expresses an integrating reality of key competences in order to be able to speak of intercultural learning in virtual environments, which can be accessed from school (Priegue and Leiva, 2012). At present, these competencies have acquired a social and educational relevance that makes them essential tools to face equality of opportunities and social inclusion, while constituting a specific ecological environment for the development of interculturality from school contexts (Hernandez and Iglesias, 2017). Starting from this reflection, this work aims to develop a map of digital resources on interculturality that serves as a support tool in the teaching-learning process of intercultural competence. It also seeks to value information and knowledge as resources against discrimination, racism, prejudice and stereotypes of various kinds. To this end, relevant sources of information will be identified and selected, a classification according to their characteristics and purpose will be proposed, and their main benefits will be described. The existence or not of specialized resources in the subject matter of study will make it possible to verify the relevance given to interculturality in a globalized society.
{"title":"Map of digital resources for the study of Interculturality in schools","authors":"Ana Iglesias Rodríguez, Yolanda Martín González, Azucena Hernández Martín","doi":"10.6018/reifop.405071","DOIUrl":"https://doi.org/10.6018/reifop.405071","url":null,"abstract":"espanolLa digiculturalidad expresa una realidad integradora de competencias clave para poder hablar de un aprendizaje intercultural en entornos virtuales, a los que poder acceder desde la escuela (Priegue y Leiva, 2012). En la actualidad, estas competencias han adquirido una relevancia social y educativa tal que las convierte en herramientas imprescindibles para afrontar la igualdad de oportunidades y la inclusion social; a la vez que se constituyen en un entorno ecologico especifico para el desarrollo de la interculturalidad desde los contextos escolares (Hernandez e Iglesias, 2017). Partiendo de esta reflexion, en este trabajo se pretende elaborar un mapa de recursos digitales sobre interculturalidad que sirva como herramienta de apoyo en el proceso de ensenanza-aprendizaje de la competencia intercultural. Asimismo se persigue poner en valor la informacion y el conocimiento como recursos contra la discriminacion, el racismo, el prejuicio y estereotipos de diversa indole. Para conseguir tales fines se identifican y seleccionan las fuentes de informacion pertinentes, se propone una clasificacion segun sus caracteristicas y finalidad, y se describen sus principales prestaciones. La existencia o no de recursos especializados en la materia objeto de estudio permitira comprobar la relevancia otorgada a la interculturalidad en una sociedad globalizada. EnglishDigiculturality expresses an integrating reality of key competences in order to be able to speak of intercultural learning in virtual environments, which can be accessed from school (Priegue and Leiva, 2012). At present, these competencies have acquired a social and educational relevance that makes them essential tools to face equality of opportunities and social inclusion, while constituting a specific ecological environment for the development of interculturality from school contexts (Hernandez and Iglesias, 2017). Starting from this reflection, this work aims to develop a map of digital resources on interculturality that serves as a support tool in the teaching-learning process of intercultural competence. It also seeks to value information and knowledge as resources against discrimination, racism, prejudice and stereotypes of various kinds. To this end, relevant sources of information will be identified and selected, a classification according to their characteristics and purpose will be proposed, and their main benefits will be described. The existence or not of specialized resources in the subject matter of study will make it possible to verify the relevance given to interculturality in a globalized society.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"99-112"},"PeriodicalIF":1.6,"publicationDate":"2019-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320770","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}
Social science research continues to grow in the academic world, especially for master's students and doctoral students who are called upon to produce dissertations and theses that meet the methodological requirement. The purpose of this article is to shed light on social science research methodology and on research in the sociology of action as a psychosociological approach and the obstacles that hinder its use, especially when it is about values. To this end, a detailed explanation of the stages of research in the social sciences as well as the difficulties related to the nature of the sociological disciplinary field are put forward, in order to define the objective posture that the researcher must adopt. Distancing from the subjects of study is therefore required especially when it comes to values.
{"title":"Methodology of social science research, the case of the sociology of action in relation to values","authors":"Hind Lahmami","doi":"10.6018/reifop.404931","DOIUrl":"https://doi.org/10.6018/reifop.404931","url":null,"abstract":"Social science research continues to grow in the academic world, especially for master's students and doctoral students who are called upon to produce dissertations and theses that meet the methodological requirement. The purpose of this article is to shed light on social science research methodology and on research in the sociology of action as a psychosociological approach and the obstacles that hinder its use, especially when it is about values. To this end, a detailed explanation of the stages of research in the social sciences as well as the difficulties related to the nature of the sociological disciplinary field are put forward, in order to define the objective posture that the researcher must adopt. Distancing from the subjects of study is therefore required especially when it comes to values.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"59-73"},"PeriodicalIF":1.6,"publicationDate":"2019-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44672891","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}
Remedios De Haro Rodríguez, Pilar Arnaiz Sánchez, Carmen Rocío Núñez de Perdomo
The teaching community in Early Childhood Education represents a key element to promote an inclusive education and to identify what competences must be acquired in their initial training. The objective of this paper is to show the design and validation process of a questionnaire aimed at learning the competences which must be present in the degree in Early Childhood Education at the University of El Bosque (Bogota, Colombia). There has been a sample of 158 participants: 7 judges, 92 students, 35 graduates and 24 employers. The instrument elaborated is made up of 53 items distributed in four dimensions – scientific, social, methodological and personal competences. The procedure has complied with the following phases: 1) revision of the state of art and initial elaboration of the questionnaire; 2) content validity through the expert judgement technique and introduction of the necessary changes; 3) instrument implementation; 4) analysis of the statistical reliability. The results show that the CEINCLUSIVA questionnaire is a valid and reliable instrument with a Cronbach’s alpha of .964. for all items. These positive results recur in every dimension of the instrument elaborated. Likewise, the judges’ agreement relating to the pertinence, relevance, clarity and exclusivity of the proposed items stands out.
{"title":"Teacher Competences in Early Childhood Education and Inclusive Education: Design and Validation of a Questionnaire","authors":"Remedios De Haro Rodríguez, Pilar Arnaiz Sánchez, Carmen Rocío Núñez de Perdomo","doi":"10.6018/reifop.407111","DOIUrl":"https://doi.org/10.6018/reifop.407111","url":null,"abstract":"The teaching community in Early Childhood Education represents a key element to promote an inclusive education and to identify what competences must be acquired in their initial training. The objective of this paper is to show the design and validation process of a questionnaire aimed at learning the competences which must be present in the degree in Early Childhood Education at the University of El Bosque (Bogota, Colombia). There has been a sample of 158 participants: 7 judges, 92 students, 35 graduates and 24 employers. The instrument elaborated is made up of 53 items distributed in four dimensions – scientific, social, methodological and personal competences. The procedure has complied with the following phases: 1) revision of the state of art and initial elaboration of the questionnaire; 2) content validity through the expert judgement technique and introduction of the necessary changes; 3) instrument implementation; 4) analysis of the statistical reliability. The results show that the CEINCLUSIVA questionnaire is a valid and reliable instrument with a Cronbach’s alpha of .964. for all items. These positive results recur in every dimension of the instrument elaborated. Likewise, the judges’ agreement relating to the pertinence, relevance, clarity and exclusivity of the proposed items stands out.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"1-20"},"PeriodicalIF":1.6,"publicationDate":"2019-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.407111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46562866","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}
Dolores Pareja de Vicente, Juan José Leiva Olivencia, Antonio Matas Terrón
Intercultural education is a topic of great social and pedagogical interest and significance in the initial training of teachers. Its impact on the university context represents an inescapable impulse to build an open mindset that respects cultural diversity as a key element that will entail a real move towards inclusion. The objective of this study has been to discover the perceptions and profile of a non-probabilistic pilot sample of university students from a Primary Education degree course towards diversity and intercultural communication. A survey design was carried out, for which an ad-hoc questionnaire was built. 62 students participated in the survey, which was completed with a simulated sample of 500 cases using the Monte Carlo procedure for data mining analysis. A descriptive analysis was performed, as well as a cluster and tree forest analysis. Ward's method of minimal variance was applied for its ability to discriminate in determining grouping levels. The results revealed, among other things, the existence of a positive trend towards the recognition of cultural diversity as an enriching aspect in the generation of inclusive attitudes and intercultural communication. Similarly, different profiles were identified among the participants, as well as a precedence of the analysed variables that establish the distinction between profiles.
{"title":"Perceptions about cultural diversity and intercultural communication of future teachers","authors":"Dolores Pareja de Vicente, Juan José Leiva Olivencia, Antonio Matas Terrón","doi":"10.6018/reifop.403331","DOIUrl":"https://doi.org/10.6018/reifop.403331","url":null,"abstract":"Intercultural education is a topic of great social and pedagogical interest and significance in the initial training of teachers. Its impact on the university context represents an inescapable impulse to build an open mindset that respects cultural diversity as a key element that will entail a real move towards inclusion. The objective of this study has been to discover the perceptions and profile of a non-probabilistic pilot sample of university students from a Primary Education degree course towards diversity and intercultural communication. A survey design was carried out, for which an ad-hoc questionnaire was built. 62 students participated in the survey, which was completed with a simulated sample of 500 cases using the Monte Carlo procedure for data mining analysis. A descriptive analysis was performed, as well as a cluster and tree forest analysis. Ward's method of minimal variance was applied for its ability to discriminate in determining grouping levels. The results revealed, among other things, the existence of a positive trend towards the recognition of cultural diversity as an enriching aspect in the generation of inclusive attitudes and intercultural communication. Similarly, different profiles were identified among the participants, as well as a precedence of the analysed variables that establish the distinction between profiles.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"75-87"},"PeriodicalIF":1.6,"publicationDate":"2019-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.403331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335221","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}
Pub Date : 2019-09-30DOI: 10.6018/REIFOP.22.3.347231
Cristian López Mayor, A. Martínez
The vast majority of under-age people use technology daily. We believe that it is essential to work on these topics and mastering digital competences in tutorial actions through the guiding function of all teachers. The current investigation describes the initial knowledge of teachers on topics related to the tutorial action plan and the digital competences in tutorial action. The study sample was 26 participants of pre-school and primary education teachers. The tools used to collect information were two questionnaires and a Satisfaction Survey. The results of the analysis show that there is a favourable attitude towards digital competences and their inclusion in the tutorial action, this training course led to a slight improvement in the competences in technology and tutorial action.
{"title":"Acción tutorial y tecnología: propuesta formativa en educación primaria","authors":"Cristian López Mayor, A. Martínez","doi":"10.6018/REIFOP.22.3.347231","DOIUrl":"https://doi.org/10.6018/REIFOP.22.3.347231","url":null,"abstract":"The vast majority of under-age people use technology daily. We believe that it is essential to work on these topics and mastering digital competences in tutorial actions through the guiding function of all teachers. The current investigation describes the initial knowledge of teachers on topics related to the tutorial action plan and the digital competences in tutorial action. The study sample was 26 participants of pre-school and primary education teachers. The tools used to collect information were two questionnaires and a Satisfaction Survey. The results of the analysis show that there is a favourable attitude towards digital competences and their inclusion in the tutorial action, this training course led to a slight improvement in the competences in technology and tutorial action.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"22 1","pages":"233-249"},"PeriodicalIF":1.6,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41570521","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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