The current role of social education professionals is the result of a long process to de- fine a profession. Historically, this profession has been practised by professionals from different scientific disciplines and with different levels of training, factors which directly influence the processes involved in professional specialization. Undergraduate Social Education programmes have experienced this diversity but continue to face the challenge of developing training itineraries that respond to specific areas of intervention. In this study we identify the training needs of social educators who work with children and vulnerable adolescents. To do so, we conducted a quantitative analysis based on a large sample of professionals working with a wide range of resources. Our results show that professionals express a need for training in issues related to disruptive beha- viours, especially among adolescents, and request that dimensions such as behavioural problems, violence and conflict resolution play an important role in available training programmes. However, undergraduate Social Education programmes are still of a general nature while specific master’s or postgraduate degrees in Social Education remain under development. We detect an emerging need for specialized training in social care for children and vulnerable adolescents. This training should be provided from the professional as well as the university environment.
{"title":"Las necesidades de formación de las educadoras y los educadores sociales en el ámbito de la infancia y la adolescencia vulnerable","authors":"Manuel Tarín Cayuela","doi":"10.7203/realia.29.24008","DOIUrl":"https://doi.org/10.7203/realia.29.24008","url":null,"abstract":"The current role of social education professionals is the result of a long process to de- fine a profession. Historically, this profession has been practised by professionals from different scientific disciplines and with different levels of training, factors which directly influence the processes involved in professional specialization. Undergraduate Social Education programmes have experienced this diversity but continue to face the challenge of developing training itineraries that respond to specific areas of intervention. In this study we identify the training needs of social educators who work with children and vulnerable adolescents. To do so, we conducted a quantitative analysis based on a large sample of professionals working with a wide range of resources. Our results show that professionals express a need for training in issues related to disruptive beha- viours, especially among adolescents, and request that dimensions such as behavioural problems, violence and conflict resolution play an important role in available training programmes. However, undergraduate Social Education programmes are still of a general nature while specific master’s or postgraduate degrees in Social Education remain under development. We detect an emerging need for specialized training in social care for children and vulnerable adolescents. This training should be provided from the professional as well as the university environment.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46146153","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}
Work is central to Marxist analysis, where it is considered indispensable for social reproduction. In the contemporary world, discussions on so-called digital capitalism and the dramatic changes that have taken place in the working environment have brought new challenges for researchers, especially after the economic divisions created by the new worldwide pandemic. Digitization of the working environment and technological progress have been accompanied by precariousness in workers’ living conditions. On the one hand, workers are being driven towards informality while, on the other, the mechanisms for managing and controlling work processes are losing their recognized forms. In this article we discuss the impact of techno-scientific advancement on the lives of workers in view of the contradiction between capital and in the digital world. Our aim is to offer several reflections on the importance of the formal teaching-learning process, especially in higher education institutions, in order to meet the challenges presented by digital capitalism. We assume the adoption of a Marxist perspective in debates on science, technology and society to be an important milestone in the struggle to produce scientific knowledge that is committed to achieving collective well-being and real improvements in workers’ lives.
{"title":"Contribuciones para una mirada marxista acerca de los usos de la tecnología bajo el capitalismo","authors":"Ilana Lemos De Paiva, Gabriela Miranda","doi":"10.7203/realia.28.21421","DOIUrl":"https://doi.org/10.7203/realia.28.21421","url":null,"abstract":"Work is central to Marxist analysis, where it is considered indispensable for social reproduction. In the contemporary world, discussions on so-called digital capitalism and the dramatic changes that have taken place in the working environment have brought new challenges for researchers, especially after the economic divisions created by the new worldwide pandemic. Digitization of the working environment and technological progress have been accompanied by precariousness in workers’ living conditions. On the one hand, workers are being driven towards informality while, on the other, the mechanisms for managing and controlling work processes are losing their recognized forms. In this article we discuss the impact of techno-scientific advancement on the lives of workers in view of the contradiction between capital and in the digital world. Our aim is to offer several reflections on the importance of the formal teaching-learning process, especially in higher education institutions, in order to meet the challenges presented by digital capitalism. We assume the adoption of a Marxist perspective in debates on science, technology and society to be an important milestone in the struggle to produce scientific knowledge that is committed to achieving collective well-being and real improvements in workers’ lives.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48348940","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}
University learning is intended to be applied and transferred to other contexts, especially in professional settings. The education-by-competence framework is designed with this in mind. Mechanisms are needed, however, that promote the communication of this knowledge effectively and reliably. This article presents the process for designing, refining and implementing a model based on an instrument inspired by the e-portfolio philosophy. This model provides a robust techno-pedagogical layer intended to facilitate the tutored of knowledge from university disciplines that lead to the creation of a network of teacher-supervised profiles and content. All this output comes from the students of the institutions themselves and their ability to generate active-knowledge networks that break with formal stagnation and teaching linearity by expanding the knowledge acquired in supervised fashion to an open and wider community. The methodology used for this study, conducted between 2015 and 2019, was Design-Based Research. The result is a conceptual tool that can reliably generate an open dialogue between the university and the contexts in which university-developed knowledge is applied. This article describes the constructs developed during the model-refinement process. This model is now being used in generalized fashion in an online university environment.
{"title":"Educación viralizada desde la universidad: modelo tecno-pedagógico para trascender los límites del aula en el proceso de aprendizaje","authors":"Quelic Berga-Carreras, Elena Barberà","doi":"10.7203/realia.28.20977","DOIUrl":"https://doi.org/10.7203/realia.28.20977","url":null,"abstract":"University learning is intended to be applied and transferred to other contexts, especially in professional settings. The education-by-competence framework is designed with this in mind. Mechanisms are needed, however, that promote the communication of this knowledge effectively and reliably. This article presents the process for designing, refining and implementing a model based on an instrument inspired by the e-portfolio philosophy. This model provides a robust techno-pedagogical layer intended to facilitate the tutored of knowledge from university disciplines that lead to the creation of a network of teacher-supervised profiles and content. All this output comes from the students of the institutions themselves and their ability to generate active-knowledge networks that break with formal stagnation and teaching linearity by expanding the knowledge acquired in supervised fashion to an open and wider community. The methodology used for this study, conducted between 2015 and 2019, was Design-Based Research. The result is a conceptual tool that can reliably generate an open dialogue between the university and the contexts in which university-developed knowledge is applied. This article describes the constructs developed during the model-refinement process. This model is now being used in generalized fashion in an online university environment.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47461053","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}
From the outset the incorporation of ICT and artificial intelligence (AI) in the education field generated a social debate that is still ongoing. One of the most controversial aspects was the introduction of intelligent tutoring and online learning systems. In 2016, the Artificial Intelligence and Life in 2030report predicted that these systems would become the norm in classrooms in just fifteen years. Five years since the publication of that report, we need to know the current state of the art. One aim of this study is to investigate the relationship between the teacher-recommended use of ICT and artificial intelligence in the writing process and how this technology is actually used by students. Another aim is to determine what type of automated assessment and corrective feedback is applied by teachers and what perception both groups have about the use of ICT and AI. To conduct this study, we designed two ad hoc questionnaires, which were completed by 53 professors and 101 students from the Polytechnic University of Valencia (UPV) and the University of Valencia (UV). One result from this research is that while 79% of teachers recommend using ICT, only 61.4% of students follow this recommendation. One conclusion we can draw is that ICT and AI have not yet been fully integrated into language teaching and learning. At the same time, most participants in this study admit that they do not take full advantage of this technology.
{"title":"TIC e inteligencia artificial en la revisión del proceso de escritura: su uso en las universidades públicas valencianas","authors":"Beatriz Martín Marchante","doi":"10.7203/realia.28.20622","DOIUrl":"https://doi.org/10.7203/realia.28.20622","url":null,"abstract":"From the outset the incorporation of ICT and artificial intelligence (AI) in the education field generated a social debate that is still ongoing. One of the most controversial aspects was the introduction of intelligent tutoring and online learning systems. In 2016, the Artificial Intelligence and Life in 2030report predicted that these systems would become the norm in classrooms in just fifteen years. Five years since the publication of that report, we need to know the current state of the art. One aim of this study is to investigate the relationship between the teacher-recommended use of ICT and artificial intelligence in the writing process and how this technology is actually used by students. Another aim is to determine what type of automated assessment and corrective feedback is applied by teachers and what perception both groups have about the use of ICT and AI. To conduct this study, we designed two ad hoc questionnaires, which were completed by 53 professors and 101 students from the Polytechnic University of Valencia (UPV) and the University of Valencia (UV). One result from this research is that while 79% of teachers recommend using ICT, only 61.4% of students follow this recommendation. One conclusion we can draw is that ICT and AI have not yet been fully integrated into language teaching and learning. At the same time, most participants in this study admit that they do not take full advantage of this technology.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The digital and superdiverse societies of which we now form part require a redefinition of social work and social services to address the digital citizenship of children and adolescents. This article analyzes the main challenges in this area, which can be addressed through digital social work.
{"title":"The digital citizenship of children and adolescents: Challenges for social work education","authors":"Antonia Picornell-Lucas, Antonio López Peláez","doi":"10.7203/realia.28.23001","DOIUrl":"https://doi.org/10.7203/realia.28.23001","url":null,"abstract":"The digital and superdiverse societies of which we now form part require a redefinition of social work and social services to address the digital citizenship of children and adolescents. This article analyzes the main challenges in this area, which can be addressed through digital social work.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47434713","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}
R. M. Contreras-Jordán, María Rossana Ramírez-Ávila
This study examined the effect of classifying vocabulary into parts of speech using Google Drive sheets in order to improve reading comprehension. Participants were 20 EFL stu- dents at a public university in Ecuador whose proficiency level in English was A1 and who were having problems understanding short passages in English. For this action research study, we used quantitative data gathered from pre- and post-surveys, quizzes, and pre- and post-tests. Results from the pre- and post-tests showed that the students improved their word recognition skills by 17% , which enhanced their reading comprehension by 14%. This was corroborated by the p-value =0.000, which shows that the results were due to classifying parts of speech. Additionally, Cohen’s d = 1.02 in the vocabulary section indicates a large impact on learning. However, there was a small effect size (Cohen’s d= 0.39) in reading comprehension. Six quizzes were administered and three of them were compared. These demonstrated a steady improvement in students’ meaning recall and word usage. The results of the survey indicate that the students changed their perspective of learn- ing vocabulary positively after the intervention. The implications of this study can be extended to other EFL teachers in higher education institutions who would like to improve their students’ read- ing comprehension. Future research should evaluate other parts of speech. We also recommend replicating this study with students who have a higher proficiency level in English.
本研究考察了使用谷歌驱动表对词汇进行词类分类对提高阅读理解的效果。研究对象是厄瓜多尔一所公立大学的20名英语学生，他们的英语水平为A1，他们在理解英语短文方面有困难。在这项行动研究中，我们使用了从前后调查、测验和前后测试中收集的定量数据。前后测试结果显示，学生的单词识别能力提高了17%，阅读理解能力提高了14%。p值=0.000证实了这一点，这表明结果是由于对词类进行了分类。此外，词汇部分的Cohen’s d = 1.02表明对学习的影响很大。然而，在阅读理解方面存在较小的效应量(Cohen’s d= 0.39)。共进行了六次测验，其中三次进行了比较。这表明学生在意义回忆和词汇使用方面有了稳步的提高。调查结果表明，干预后学生对词汇学习的看法发生了积极的转变。本研究的启示可以推广到其他想要提高学生阅读理解能力的高等教育机构的英语教师。未来的研究应该评估其他词性。我们也建议在英语水平较高的学生中重复这项研究。
{"title":"The Effect of Classifying Vocabulary into EFL Student’s Reading Comprehension","authors":"R. M. Contreras-Jordán, María Rossana Ramírez-Ávila","doi":"10.7203/REALIA.27.20731","DOIUrl":"https://doi.org/10.7203/REALIA.27.20731","url":null,"abstract":"This study examined the effect of classifying vocabulary into parts of speech using Google Drive sheets in order to improve reading comprehension. Participants were 20 EFL stu- dents at a public university in Ecuador whose proficiency level in English was A1 and who were having problems understanding short passages in English. For this action research study, we used quantitative data gathered from pre- and post-surveys, quizzes, and pre- and post-tests. Results from the pre- and post-tests showed that the students improved their word recognition skills by 17% , which enhanced their reading comprehension by 14%. This was corroborated by the p-value =0.000, which shows that the results were due to classifying parts of speech. Additionally, Cohen’s d = 1.02 in the vocabulary section indicates a large impact on learning. However, there was a small effect size (Cohen’s d= 0.39) in reading comprehension. Six quizzes were administered and three of them were compared. These demonstrated a steady improvement in students’ meaning recall and word usage. The results of the survey indicate that the students changed their perspective of learn- ing vocabulary positively after the intervention. The implications of this study can be extended to other EFL teachers in higher education institutions who would like to improve their students’ read- ing comprehension. Future research should evaluate other parts of speech. We also recommend replicating this study with students who have a higher proficiency level in English.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48168847","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}
F. García-García, Evelyn-E. Moctezuma-Ramírez, Cristian Molla-Esparza, Inmaculada López-Francés
The aim of this study was to detect leaders among a group of university students based on their centrality scores and, from these scores, to distribute roles to help enhance learning climate. We understood that learning climate improved when the construction of networked knowledge was stimulated from the perspective of Computer-Supported Collaborative Learning. We conducted the educational experiment in a virtual environment. An online discussion forum was set up in a loo- sely structured format, and the students’ centrality scores were calculated from the social network they generated in the forum. Our findings show that student connectivity increased significantly and that several leadership styles were detected. Based on these leadership styles we designed strategies for optimizing learning climate in a self-regulated and stable way. Based on the type of centrality, we detected leaders in terms of their popularity, sociability, closeness to others, control of information flowing through the network, and influence. The novelty of this study resides in the incipient production of educational technology based on Social Network Analysis and, specifically, on the design of centrality-based strategies for optimizing climate in the university classroom.
{"title":"Estrategias basadas en análisis de redes sociales para optimizar el clima de aprendizaje en la universidad","authors":"F. García-García, Evelyn-E. Moctezuma-Ramírez, Cristian Molla-Esparza, Inmaculada López-Francés","doi":"10.7203/REALIA.27.18960","DOIUrl":"https://doi.org/10.7203/REALIA.27.18960","url":null,"abstract":"The aim of this study was to detect leaders among a group of university students based on their centrality scores and, from these scores, to distribute roles to help enhance learning climate. We understood that learning climate improved when the construction of networked knowledge was stimulated from the perspective of Computer-Supported Collaborative Learning. We conducted the educational experiment in a virtual environment. An online discussion forum was set up in a loo- sely structured format, and the students’ centrality scores were calculated from the social network they generated in the forum. Our findings show that student connectivity increased significantly and that several leadership styles were detected. Based on these leadership styles we designed strategies for optimizing learning climate in a self-regulated and stable way. Based on the type of centrality, we detected leaders in terms of their popularity, sociability, closeness to others, control of information flowing through the network, and influence. The novelty of this study resides in the incipient production of educational technology based on Social Network Analysis and, specifically, on the design of centrality-based strategies for optimizing climate in the university classroom.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44607768","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}
Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.
{"title":"Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education","authors":"Victoria I. Marín","doi":"10.7203/REALIA.27.20492","DOIUrl":"https://doi.org/10.7203/REALIA.27.20492","url":null,"abstract":"Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45960505","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}
Communicative competence is one of the key competences in initial teacher training, and the development of this competence is made more significant by coordinated planning across several subjects. Since communication is fundamental to the teaching and learning process, care must be taken to enhance its written, oral and non-verbal aspects. In this study we analyze university students’ self-perception of their communicative competence after they have completed an interdisciplinary project that integrated various communication skills through active and coordinated teaching-learning methodologies in academic-professional collaboration, theoretical sessions and workshops with experts. To do so, we implemented a longitudinal training program with 53 students from the Degree in Primary Education in which the students created a written story in the first year before transforming the story into oral and scenic formats in later courses. Based on the rubrics of the generic competences of the University of , we designed an mixed questionnaire. After the questionnaire had been validated by experts, the data were collected. Our results show a generally positive and critically constructive assessment. They also indicate an increase in student motivation, since the workshops help students better understand the contents of the subjects, thus underlining their practical nature. Interdisciplinary collaborative work that implements comprehensive and inclusive learning experiences should therefore be encouraged in initial teacher training programs.
{"title":"Percepción del alumnado sobre su competencia comunicativa en la formación inicial docente: una experiencia interdisciplinar","authors":"Oihane Korres Alonso, Eneko Balerdi Eizmendi, Jessica Paños-Castro","doi":"10.7203/REALIA.27.20496","DOIUrl":"https://doi.org/10.7203/REALIA.27.20496","url":null,"abstract":"Communicative competence is one of the key competences in initial teacher training, and the development of this competence is made more significant by coordinated planning across several subjects. Since communication is fundamental to the teaching and learning process, care must be taken to enhance its written, oral and non-verbal aspects. In this study we analyze university students’ self-perception of their communicative competence after they have completed an interdisciplinary project that integrated various communication skills through active and coordinated teaching-learning methodologies in academic-professional collaboration, theoretical sessions and workshops with experts. To do so, we implemented a longitudinal training program with 53 students from the Degree in Primary Education in which the students created a written story in the first year before transforming the story into oral and scenic formats in later courses. Based on the rubrics of the generic competences of the University of , we designed an mixed questionnaire. After the questionnaire had been validated by experts, the data were collected. Our results show a generally positive and critically constructive assessment. They also indicate an increase in student motivation, since the workshops help students better understand the contents of the subjects, thus underlining their practical nature. Interdisciplinary collaborative work that implements comprehensive and inclusive learning experiences should therefore be encouraged in initial teacher training programs.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47957485","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}
Pilar Couto-Cantero, Mariona Sabaté-Carrové, María Carmen Gómez Pérez
This article shows the preliminary design process for a tailor-made Initial Test of Integrated Skills (ITIS) specially adapted to the needs of TRADILEX, a project (2020-2023) funded by the Spanish Ministry of Science, Innovation and Universities to study the scope and validity of using audiovisual translation (AVT) tools to develop communicative competence in a foreign language. We also design a complete virtual AVT-based teaching platform that will help to promote faster and better EFL learning. In this paper we present one of the project’s initial stages, i.e. the ITIS design and the methodological framework for the design process from draft stage to final product. The draft pilot ITIS was tested by specialists, who produced a series of reports and anticipated several potential problems that occurred when the test was carried out. We pay special attention to the changes and improvements made to the draft ITIS as well as its three-stage process and remedial measures. The validity of the ITIS is currently being tested with a pilot group. The ITIS will be complemented with a Final Test of Integrated Skills (FITIS), which is currently underway.
{"title":"Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English","authors":"Pilar Couto-Cantero, Mariona Sabaté-Carrové, María Carmen Gómez Pérez","doi":"10.7203/REALIA.27.20634","DOIUrl":"https://doi.org/10.7203/REALIA.27.20634","url":null,"abstract":"This article shows the preliminary design process for a tailor-made Initial Test of Integrated Skills (ITIS) specially adapted to the needs of TRADILEX, a project (2020-2023) funded by the Spanish Ministry of Science, Innovation and Universities to study the scope and validity of using audiovisual translation (AVT) tools to develop communicative competence in a foreign language. We also design a complete virtual AVT-based teaching platform that will help to promote faster and better EFL learning. In this paper we present one of the project’s initial stages, i.e. the ITIS design and the methodological framework for the design process from draft stage to final product. The draft pilot ITIS was tested by specialists, who produced a series of reports and anticipated several potential problems that occurred when the test was carried out. We pay special attention to the changes and improvements made to the draft ITIS as well as its three-stage process and remedial measures. The validity of the ITIS is currently being tested with a pilot group. The ITIS will be complemented with a Final Test of Integrated Skills (FITIS), which is currently underway.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49090608","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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