The increasingly competitive and globalized digital society requires professional skills related to reflection and rationality. Taking this setting into account, the article analyzes how tech- nology collaborates with the process of professionalization and development of critical thinking in young social work students in Santiago de Chile. For this purpose, a qualitative content analysis of 40 digital portfolios (e-portfolios) is carried out in which the students express their reflections on the teaching-learning processes of a course taught according to the Service-Learning methodology in light of the ”Model of Professional Skills for Social Intervention” (Razeto y Cortez-Monroy, 2014), which accounts for the main domains in training students in this discipline. For this purpose, the meanings, reflections, learning and ideas that emerged as categories associated with the content of the e-portfolios were identified. The findings show that the e-portfolio favors a reflective process that allows conceptual and practical aspects to be integrated, favoring the use of critical thinking associated with work in the different domains studied (intrapersonal, interpersonal, instrumental- technical and ethical). It concludes that technology is a critical factor in the professionalization process, given the need to incorporate methodologies that make sense and bring students closer to the practice of their future profession. In this, teaching practices supported by a culture of techno- logy and innovation play a central role.
竞争日益激烈和全球化的数字社会需要与反思和理性相关的专业技能。考虑到这一背景，本文分析了技术如何与智利圣地亚哥青年社会工作学生的专业化过程和批判性思维的发展相结合。为此，我们对40个数字作品集(电子作品集)进行了定性内容分析，学生们在其中表达了他们对根据“社会干预专业技能模型”(Razeto y Cortez-Monroy, 2014)的服务学习方法教授的课程的教学过程的思考，这是培养这门学科学生的主要领域。为此，确定了与电子投资组合内容相关的含义、反思、学习和想法。研究结果表明，电子档案有利于反思过程，使概念和实践方面得以整合，有利于使用与所研究的不同领域(人际关系，人际关系，工具-技术和道德)的工作相关的批判性思维。它的结论是，技术是专业化过程中的一个关键因素，因为需要结合有意义的方法，使学生更接近他们未来职业的实践。在这方面，由技术和创新文化支持的教学实践发挥着核心作用。
{"title":"El e-portafolio como herramienta para el desarrollo del pensamiento crítico y la profesionalización en jóvenes estudiantes de Trabajo Social","authors":"Jorge Farah Ojeda, Sofía Cillero Fuenzalida, Noemí Sánchez Reyes, Alicia Veas Flores","doi":"10.7203/realia.30.21871","DOIUrl":"https://doi.org/10.7203/realia.30.21871","url":null,"abstract":"The increasingly competitive and globalized digital society requires professional skills related to reflection and rationality. Taking this setting into account, the article analyzes how tech- nology collaborates with the process of professionalization and development of critical thinking in young social work students in Santiago de Chile. For this purpose, a qualitative content analysis of 40 digital portfolios (e-portfolios) is carried out in which the students express their reflections on the teaching-learning processes of a course taught according to the Service-Learning methodology in light of the ”Model of Professional Skills for Social Intervention” (Razeto y Cortez-Monroy, 2014), which accounts for the main domains in training students in this discipline. For this purpose, the meanings, reflections, learning and ideas that emerged as categories associated with the content of the e-portfolios were identified. The findings show that the e-portfolio favors a reflective process that allows conceptual and practical aspects to be integrated, favoring the use of critical thinking associated with work in the different domains studied (intrapersonal, interpersonal, instrumental- technical and ethical). It concludes that technology is a critical factor in the professionalization process, given the need to incorporate methodologies that make sense and bring students closer to the practice of their future profession. In this, teaching practices supported by a culture of techno- logy and innovation play a central role.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47696426","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}
Álvaro Francisco Morote Seguido, Isabel María Gómez Trigueros
The current hyper-technified context points to the need to have digital competences, which train the citizens of the 21st century. For this purpose, it becomes essential to train future teachers in methodologies that take into account the correct inclusion of information and communication technologies in their classrooms. In the area of social sciences, together with digital competences, there is a need for training in content related to natural hazards, which provides the population with resources and knowledge in the face of catastrophes of this type. The purpose of this work is to show the perception that teachers in training have in relation to their digital lite- racy and their knowledge to teach natural hazards with technology. An exploratory and descriptive methodology has been used based on a Likert scale questionnaire. The sample is made up of 224 Primary Education degree and Secondary Education master’s students from two Spanish universities. The results indicate that there is little use of ICT during the training stage of future teachers. Likewise, the data show a lack of knowledge of the application of GIS and GIT resources in school classrooms and the perception of little training in these tools to prepare specific tasks that address content related to natural hazards. On the contrary, there is a positive opinion about the importance of training in these resources for teaching territorial problems such as floods.
{"title":"La brecha digital de género y enseñanza de los riesgos naturales en la formación del profesorado de Ciencias Sociales","authors":"Álvaro Francisco Morote Seguido, Isabel María Gómez Trigueros","doi":"10.7203/realia.30.24712","DOIUrl":"https://doi.org/10.7203/realia.30.24712","url":null,"abstract":"The current hyper-technified context points to the need to have digital competences, which train the citizens of the 21st century. For this purpose, it becomes essential to train future teachers in methodologies that take into account the correct inclusion of information and communication technologies in their classrooms. In the area of social sciences, together with digital competences, there is a need for training in content related to natural hazards, which provides the population with resources and knowledge in the face of catastrophes of this type. The purpose of this work is to show the perception that teachers in training have in relation to their digital lite- racy and their knowledge to teach natural hazards with technology. An exploratory and descriptive methodology has been used based on a Likert scale questionnaire. The sample is made up of 224 Primary Education degree and Secondary Education master’s students from two Spanish universities. The results indicate that there is little use of ICT during the training stage of future teachers. Likewise, the data show a lack of knowledge of the application of GIS and GIT resources in school classrooms and the perception of little training in these tools to prepare specific tasks that address content related to natural hazards. On the contrary, there is a positive opinion about the importance of training in these resources for teaching territorial problems such as floods.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45771098","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}
Rubén Delgado Álvarez (antes Rubén Fernández Álvarez), María Egido Vicente
Today it is necessary for trainee teachers to develop their digital competence in order to be able to meet the educational needs of their future students. Among the many ways of working on this competence is that which is related to the self-construction of digital materials for educational use. In this sense, we present a didactic proposal that aims to promote digital competence in trainee teachers in the Early Childhood Education Degree at the University of Salamanca. Based on research and independent work, students must design a didactic proposal that allows them to teach a series of contents related to geographic space using self-built digital materials as didactic tools. The aim is to test the ability of future teachers to generate useful digital materials, as well as to work on digital competence as a means of improving comprehensive knowledge. Conducting a pretest and posttest has allowed us to quantify the evolution of the learning of the theoretical content to be addressed. In a sample of 52 subjects, all students experienced an increase in their grades following the implementation of this didactic proposal. The students’ average grade of 6 points out of 10 in the second test was higher in comparison with the first. Thus, it can be determined that the didactic proposal offered here yields positive results in terms of learning content related to geographical space.
{"title":"Materiales digitales autoconstruidos para la enseñanza del espacio en la formación docente: propuesta didáctica","authors":"Rubén Delgado Álvarez (antes Rubén Fernández Álvarez), María Egido Vicente","doi":"10.7203/realia.30.24975","DOIUrl":"https://doi.org/10.7203/realia.30.24975","url":null,"abstract":"Today it is necessary for trainee teachers to develop their digital competence in order to be able to meet the educational needs of their future students. Among the many ways of working on this competence is that which is related to the self-construction of digital materials for educational use. In this sense, we present a didactic proposal that aims to promote digital competence in trainee teachers in the Early Childhood Education Degree at the University of Salamanca. Based on research and independent work, students must design a didactic proposal that allows them to teach a series of contents related to geographic space using self-built digital materials as didactic tools. The aim is to test the ability of future teachers to generate useful digital materials, as well as to work on digital competence as a means of improving comprehensive knowledge. Conducting a pretest and posttest has allowed us to quantify the evolution of the learning of the theoretical content to be addressed. In a sample of 52 subjects, all students experienced an increase in their grades following the implementation of this didactic proposal. The students’ average grade of 6 points out of 10 in the second test was higher in comparison with the first. Thus, it can be determined that the didactic proposal offered here yields positive results in terms of learning content related to geographical space.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48061036","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}
Yolanda García, Raquel Vázquez-Pérez, E. Pastor-Seller
COVID-19 created widespread uncertainty among lecturers, students, professionals and institutions participating in compulsory practicums as a component of Social Work undergraduate programmes in Spain. In this paper we analyse this issue in relation to Spanish universities, with particular reference to the University of Vigo. By collecting and evaluating qualitative data on various levels, we describe the current situation and discuss the responses of university teams responsible for coordinating compulsory practicums to manage both the state of alarm and the progressive elimination of available places in academic years prior to the pandemic. In this context of uncertainty among all the actors involved, we observe that distance learning is being implemented, face-to-face practicums are being eliminated, and teaching guides are being adapted while extracurricular practices, tutorials, and individual or small-group seminars are being validated. We conclude that all the actors involved have been able to adapt and react in resilient fashion. We also conclude that the experience may be an opportunity to begin a debate on the importance of inclu- ding Information and Communication Technologies in the teaching and learning process for future Social Work professionals.
{"title":"Resiliencia académica en tiempos de pandemia por COVID-19: las prácticas curriculares en los Grados de Trabajo Social de las universidades españolas","authors":"Yolanda García, Raquel Vázquez-Pérez, E. Pastor-Seller","doi":"10.7203/realia.29.24134","DOIUrl":"https://doi.org/10.7203/realia.29.24134","url":null,"abstract":"COVID-19 created widespread uncertainty among lecturers, students, professionals and institutions participating in compulsory practicums as a component of Social Work undergraduate programmes in Spain. In this paper we analyse this issue in relation to Spanish universities, with particular reference to the University of Vigo. By collecting and evaluating qualitative data on various levels, we describe the current situation and discuss the responses of university teams responsible for coordinating compulsory practicums to manage both the state of alarm and the progressive elimination of available places in academic years prior to the pandemic. In this context of uncertainty among all the actors involved, we observe that distance learning is being implemented, face-to-face practicums are being eliminated, and teaching guides are being adapted while extracurricular practices, tutorials, and individual or small-group seminars are being validated. We conclude that all the actors involved have been able to adapt and react in resilient fashion. We also conclude that the experience may be an opportunity to begin a debate on the importance of inclu- ding Information and Communication Technologies in the teaching and learning process for future Social Work professionals.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310517","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}
Jacobo Roda-Segarra, Santiago Mengual-Andrés, Rosabel Martinez-Roig
Although the first designs of devices for accessing computer-generated virtual worlds date back over half a century, two factors needed to come together to create the explosion of Virtual- Reality-related projects we have seen in recent years. The first was the progressive increase in the computing power of general-purpose computers. The second was the reduction in the cost of de- vices needed to access this technology. In this paper we conduct a meta-analysis of 15 educational projects that employed Immersive Virtual Reality technology in the classroom between 2015 and 2020. For this analysis we examined variables such as the projects’ objectives, the educational sta- ges and courses in which they were used, their subject matter, and the software and type of devices employed. Our results show that most of these projects were conducted in 2020 and that the aims of the projects were to develop students’ interest in a field of knowledge or to analyse their effective- ness in enabling students’ acquisition of concepts. We also found that secondary education was the educational stage at which most initiatives were developed and that low-cost devices such as Google Cardboard were mainly used. However, this homogeneity in hardware was not reciprocated when it came to software, which was much more fragmented. The latter result highlights the difficulties teachers may have when selecting suitable tools for initiatives involving Immersive Virtual Reality
{"title":"El uso de la Realidad Virtual Inmersiva en las aulas: un meta-análisis","authors":"Jacobo Roda-Segarra, Santiago Mengual-Andrés, Rosabel Martinez-Roig","doi":"10.7203/realia.29.21488","DOIUrl":"https://doi.org/10.7203/realia.29.21488","url":null,"abstract":"Although the first designs of devices for accessing computer-generated virtual worlds date back over half a century, two factors needed to come together to create the explosion of Virtual- Reality-related projects we have seen in recent years. The first was the progressive increase in the computing power of general-purpose computers. The second was the reduction in the cost of de- vices needed to access this technology. In this paper we conduct a meta-analysis of 15 educational projects that employed Immersive Virtual Reality technology in the classroom between 2015 and 2020. For this analysis we examined variables such as the projects’ objectives, the educational sta- ges and courses in which they were used, their subject matter, and the software and type of devices employed. Our results show that most of these projects were conducted in 2020 and that the aims of the projects were to develop students’ interest in a field of knowledge or to analyse their effective- ness in enabling students’ acquisition of concepts. We also found that secondary education was the educational stage at which most initiatives were developed and that low-cost devices such as Google Cardboard were mainly used. However, this homogeneity in hardware was not reciprocated when it came to software, which was much more fragmented. The latter result highlights the difficulties teachers may have when selecting suitable tools for initiatives involving Immersive Virtual Reality","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46723525","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}
Professional practice is fundamental because it represents the link between theoretical training and the application of skills and knowledge in the professional field. In March 2020, howe- ver, COVID-19 obliged teaching staff to redesign their professional practicums to ensure that they satisfied the requirements established for their training activities. In this context, digital portfolios were seen as a fundamental tool. The main aim of this article is to analyse the usefulness of the digital portfolio as a learning tool for the supervision of students taking part in practicums as part of their Master’s in Social Intervention at the Public University of Navarre. Our research methodo- logy involves a qualitative case study in which we analysed digital portfolios prepared by students during the 2019-2020 and 2020-2021 academic years. We show that, as a supervision tool, these port- folios have more strengths than weaknesses. Moreover, our conclusions provide numerous useful suggestions for improving the future use of these portfolios.
{"title":"El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19","authors":"J. Viscarret, M. Úriz, Alberto Ballestero","doi":"10.7203/realia.29.23810","DOIUrl":"https://doi.org/10.7203/realia.29.23810","url":null,"abstract":"Professional practice is fundamental because it represents the link between theoretical training and the application of skills and knowledge in the professional field. In March 2020, howe- ver, COVID-19 obliged teaching staff to redesign their professional practicums to ensure that they satisfied the requirements established for their training activities. In this context, digital portfolios were seen as a fundamental tool. The main aim of this article is to analyse the usefulness of the digital portfolio as a learning tool for the supervision of students taking part in practicums as part of their Master’s in Social Intervention at the Public University of Navarre. Our research methodo- logy involves a qualitative case study in which we analysed digital portfolios prepared by students during the 2019-2020 and 2020-2021 academic years. We show that, as a supervision tool, these port- folios have more strengths than weaknesses. Moreover, our conclusions provide numerous useful suggestions for improving the future use of these portfolios.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45260801","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 recent decades, reflections on the teaching of social research methodology at univer- sities have become more relevant not only in the classroom but also in numerous academic fields. These reflections have acquired greater importance due to the health crisis caused by the COVID-19 pandemic and the transition to virtual environments at all levels of education. In university education, 2020 and 2021 were clearly dominated by the use of various online platforms. Research practice and the processes involved in the teaching and learning of research methodology involve considering how the theories at hand, the instruments, and even our ideas of perception, observation and interpretation of the world are influenced by the processes and approaches of a particular era. In the context of social structuring methods based on immediate enjoyment through consumption (Scribano, 2004), in this paper we review how the teaching and learning of social research methodology are not excluded from this view. As teachers of this subject at the undergraduate and postgraduate levels, we pose several questions based on our experience teaching online courses in 2020. Has consumption, as a means of social relationship, entered the classroom? What is the relationship between consumption and the teaching and learning process? How did the online environment affect this relationship? How close to or distant from those of the market are the interactions between teachers and students? To conclude our paper we underline the ways in which the academic ex- perience is imbued with sensitivities that are linked to immediate enjoyment through consumption and how this may be an obstacle to the teaching and learning of research methodology.
{"title":"Enseñar y aprender a investigar en la virtualidad: trazas del consumo en el aula de \"Metodología de la investigación\"","authors":"Angélica De Sena, Andrea Dettano","doi":"10.7203/realia.29.23785","DOIUrl":"https://doi.org/10.7203/realia.29.23785","url":null,"abstract":"In recent decades, reflections on the teaching of social research methodology at univer- sities have become more relevant not only in the classroom but also in numerous academic fields. These reflections have acquired greater importance due to the health crisis caused by the COVID-19 pandemic and the transition to virtual environments at all levels of education. In university education, 2020 and 2021 were clearly dominated by the use of various online platforms. Research practice and the processes involved in the teaching and learning of research methodology involve considering how the theories at hand, the instruments, and even our ideas of perception, observation and interpretation of the world are influenced by the processes and approaches of a particular era. In the context of social structuring methods based on immediate enjoyment through consumption (Scribano, 2004), in this paper we review how the teaching and learning of social research methodology are not excluded from this view. As teachers of this subject at the undergraduate and postgraduate levels, we pose several questions based on our experience teaching online courses in 2020. Has consumption, as a means of social relationship, entered the classroom? What is the relationship between consumption and the teaching and learning process? How did the online environment affect this relationship? How close to or distant from those of the market are the interactions between teachers and students? To conclude our paper we underline the ways in which the academic ex- perience is imbued with sensitivities that are linked to immediate enjoyment through consumption and how this may be an obstacle to the teaching and learning of research methodology.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47126347","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}
Eduardo Jorge Lopes da Silva, Maria Fernanda dos Santos Alencar, Waldênia Leão de Carvalho
In early 2020, when the coronavirus pandemic began to affect every area of society, the situation in Brazil was no different from that of other countries. Covid-19 brought the implementa- tion of social isolation measures and led to readjustments in living and working conditions. In turn, this led to readjustments in the conditions of employees and users of public services who wished to access those services. In education, it also created new social inequalities resulting from teachers and students’ lack of access to the technologies, tools and programmes they needed. Other issues detected were health and financial problems due to unemployment as well as a lack of policies aimed at reducing the number of working hours. In view of this, the Federal University of Pernambuco (UFPE), the Federal University of Paraíba (UFPB) and the University of Pernambuco (UPE), all of which are located in the northeast of Brazil, carried out an inter-institutional study of factors that influenced the participation of undergraduate students in online classes during the period of social isolation. The aim of this article is to present the partial results from this study in relation to stu- dent profile and the infrastructure available to those students to aid their participation in the online classes taught on their respective degree programmes.
{"title":"La Educación superior durante la pandemia de COVID-19 en Brasil: factores que influyeron en la participación de los estudiantes","authors":"Eduardo Jorge Lopes da Silva, Maria Fernanda dos Santos Alencar, Waldênia Leão de Carvalho","doi":"10.7203/realia.29.23738","DOIUrl":"https://doi.org/10.7203/realia.29.23738","url":null,"abstract":"In early 2020, when the coronavirus pandemic began to affect every area of society, the situation in Brazil was no different from that of other countries. Covid-19 brought the implementa- tion of social isolation measures and led to readjustments in living and working conditions. In turn, this led to readjustments in the conditions of employees and users of public services who wished to access those services. In education, it also created new social inequalities resulting from teachers and students’ lack of access to the technologies, tools and programmes they needed. Other issues detected were health and financial problems due to unemployment as well as a lack of policies aimed at reducing the number of working hours. In view of this, the Federal University of Pernambuco (UFPE), the Federal University of Paraíba (UFPB) and the University of Pernambuco (UPE), all of which are located in the northeast of Brazil, carried out an inter-institutional study of factors that influenced the participation of undergraduate students in online classes during the period of social isolation. The aim of this article is to present the partial results from this study in relation to stu- dent profile and the infrastructure available to those students to aid their participation in the online classes taught on their respective degree programmes.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941799","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}
Roser Manzanera Ruíz, María del Valle Medina Rodríguez
Professional practice in Social Work is not new. In southern Spain, for example, such practice dates back to the 1960s. In 2010, studies in this discipline were incorporated into the university education system. This article has three main objectives: (1) to determine which skills students of social work and sociology acquire when taking part in practical and professional courses; (2) to investigate how formative practice contributes to critical professional practice in both these dis- ciplines and how it impacts problem solving in social work; and (3) to identify the strengths and weaknesses of professional practice in social work and analyse their causes and consequences. To achieve these objectives we used a qualitative methodology in which we analysed secondary sour- ces and conducted semi-structured interviews with participants involved in formative practices on each degree. Our results show that the Bologna Plan has strengthened knowledge areas such as so- cial work more than others with greater academic traditions (such as Sociology) by expanding their training practices, providing greater critical perspectives, and promoting better integration between theory and practice. Weaknesses are also observed, however. These include an insufficient number of teaching centres and a disconnection between supervision groups that has led to differences in the training students receive.
{"title":"Las prácticas formativas en Ciencias Sociales: una comparación entre el Trabajo Social y la Sociología","authors":"Roser Manzanera Ruíz, María del Valle Medina Rodríguez","doi":"10.7203/realia.29.23735","DOIUrl":"https://doi.org/10.7203/realia.29.23735","url":null,"abstract":"Professional practice in Social Work is not new. In southern Spain, for example, such practice dates back to the 1960s. In 2010, studies in this discipline were incorporated into the university education system. This article has three main objectives: (1) to determine which skills students of social work and sociology acquire when taking part in practical and professional courses; (2) to investigate how formative practice contributes to critical professional practice in both these dis- ciplines and how it impacts problem solving in social work; and (3) to identify the strengths and weaknesses of professional practice in social work and analyse their causes and consequences. To achieve these objectives we used a qualitative methodology in which we analysed secondary sour- ces and conducted semi-structured interviews with participants involved in formative practices on each degree. Our results show that the Bologna Plan has strengthened knowledge areas such as so- cial work more than others with greater academic traditions (such as Sociology) by expanding their training practices, providing greater critical perspectives, and promoting better integration between theory and practice. Weaknesses are also observed, however. These include an insufficient number of teaching centres and a disconnection between supervision groups that has led to differences in the training students receive.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41744011","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 is the result of reflections (which became more intense during the pandemic) aimed at identifying quantitative elements for developing a sure and fast method for evaluating the academic situation of undergraduate students, especially in relation to the risk that students may abandon their courses, and establishing academic management actions and interventions to prevent dropout from occurring. In this article we identify potential academic indicators, sociodemographic variables and teaching-environment factors to conduct a study focused on constructing a mathematical model. To achieve this objective, we used Cluster Analysis. Also, as a theoretical and methodological parameter, we used the Early Warning System developed at the University of Valencia (Spain) by Villar-Aguilés et al. (2017) with responses to two questionnaires (C1 and C2) as well as responses to the Teaching Environment Scale (questionnaire C3) validated by Castelo-Branco (2020). This model, which is based on our analysis of the variables’ ability to predict potential student dropout in a given year, enabled us to adapt the Early Warning System to the situation prevailing at the Federal University of Paraíba in Brazil. Since the items in questionnaires C1 and C3 helped to construct the analysis model, and this model provided good estimates, our data demonstrate the importance of Cluster Analysis for detecting signs of potential student dropout. They also reveal several characteristics that expose students to the risk of potential dropout and could help them take more informed decisions. The tendency for students to drop out during the second semester is also confirmed.
{"title":"Sistema de Alerta para la Identificación de Posibles Factores de Deserción de Estudiantes de Grado en Período de Pandemia en Paraíba (Brasil)","authors":"Uyguaciara Veloso Castelo Branco, Edineide Jezine, Adriana Valéria Santos Diniz, Geovania Toscano Silva","doi":"10.7203/realia.29.24219","DOIUrl":"https://doi.org/10.7203/realia.29.24219","url":null,"abstract":"This article is the result of reflections (which became more intense during the pandemic) aimed at identifying quantitative elements for developing a sure and fast method for evaluating the academic situation of undergraduate students, especially in relation to the risk that students may abandon their courses, and establishing academic management actions and interventions to prevent dropout from occurring. In this article we identify potential academic indicators, sociodemographic variables and teaching-environment factors to conduct a study focused on constructing a mathematical model. To achieve this objective, we used Cluster Analysis. Also, as a theoretical and methodological parameter, we used the Early Warning System developed at the University of Valencia (Spain) by Villar-Aguilés et al. (2017) with responses to two questionnaires (C1 and C2) as well as responses to the Teaching Environment Scale (questionnaire C3) validated by Castelo-Branco (2020). This model, which is based on our analysis of the variables’ ability to predict potential student dropout in a given year, enabled us to adapt the Early Warning System to the situation prevailing at the Federal University of Paraíba in Brazil. Since the items in questionnaires C1 and C3 helped to construct the analysis model, and this model provided good estimates, our data demonstrate the importance of Cluster Analysis for detecting signs of potential student dropout. They also reveal several characteristics that expose students to the risk of potential dropout and could help them take more informed decisions. The tendency for students to drop out during the second semester is also confirmed.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43775900","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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