Pub Date : 2023-07-26DOI: 10.4151/07189729-vol.62-iss.3-art.1249
Yaranay López-Angulo, F. Sáez-Delgado, N. Arias-Roa, Javier Mella-Norambuena, Rubia Cobo-Rendón
Self-regulation of learning (SRL) processes are positively linked to academic performance, school engagement, and success. Although its importance is recognized, the research problem emerges from the limited evidence of a measurement instrument for secondary school students. It is necessary to design instruments for measuring this variable in the Latin American educational context. Having a valid and feasible instrument for its application, which measures the three phases of the SRL process (disposition, performance, and evaluation), will allow identifying those variables that are at an inadequate level of development in secondary school students. In addition, it would allow knowledge of how the processes of self-regulation and learning strategies are articulated with academic performance, facilitating progress towards new strategies or programs for the improvement of the complex processes of SRL at this educational level. The aim of this study was to design, validate and analyze the feasibility of applying a self-regulation of learning instrument for secondary school students in Chile. The method consisted of an instrumental design, and international guidelines for the construction of scales were considered. The design implemented three stages: the first consisted of a systematic literature review to identify existing scales on SRL, the second consisted of the content validation of the instrument involving the evaluation of expert judges, and finally, the third stage consisted of the evaluation of the instrument's feasibility by conducting cognitive interviews with students and a pilot application of the instrument. The results showed an agreement of judges in relation to the items and dimensions of the instrument, in addition to meeting the feasibility criteria for its application. The original questionnaire had 74 items, but after the different validation stages of this study it was comprised by a total of 70 items distributed in 12 dimensions: (1) Planning for self-observation of study behavior; (2) Organization of environmental and material resources; (3) Self-efficacy beliefs for planning and organization of study; (4)
{"title":"Proceso de Diseño de un Cuestionario de Aprendizaje Autorregulado para estudiantes de Educación Secundaria","authors":"Yaranay López-Angulo, F. Sáez-Delgado, N. Arias-Roa, Javier Mella-Norambuena, Rubia Cobo-Rendón","doi":"10.4151/07189729-vol.62-iss.3-art.1249","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1249","url":null,"abstract":"Self-regulation of learning (SRL) processes are positively linked to academic performance, school engagement, and success. Although its importance is recognized, the research problem emerges from the limited evidence of a measurement instrument for secondary school students. It is necessary to design instruments for measuring this variable in the Latin American educational context. Having a valid and feasible instrument for its application, which measures the three phases of the SRL process (disposition, performance, and evaluation), will allow identifying those variables that are at an inadequate level of development in secondary school students. In addition, it would allow knowledge of how the processes of self-regulation and learning strategies are articulated with academic performance, facilitating progress towards new strategies or programs for the improvement of the complex processes of SRL at this educational level. The aim of this study was to design, validate and analyze the feasibility of applying a self-regulation of learning instrument for secondary school students in Chile. The method consisted of an instrumental design, and international guidelines for the construction of scales were considered. The design implemented three stages: the first consisted of a systematic literature review to identify existing scales on SRL, the second consisted of the content validation of the instrument involving the evaluation of expert judges, and finally, the third stage consisted of the evaluation of the instrument's feasibility by conducting cognitive interviews with students and a pilot application of the instrument. The results showed an agreement of judges in relation to the items and dimensions of the instrument, in addition to meeting the feasibility criteria for its application. The original questionnaire had 74 items, but after the different validation stages of this study it was comprised by a total of 70 items distributed in 12 dimensions: (1) Planning for self-observation of study behavior; (2) Organization of environmental and material resources; (3) Self-efficacy beliefs for planning and organization of study; (4)","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73705375","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 : 2023-07-26DOI: 10.4151/07189729-vol.62-iss.3-art.1248
Maria Del Rosario Rivero Castro, María Paz Medeiros
Based on a review of international guiding standards from the United States, Australia, England, Scotland y New Zealand and a literature review about effective teacher training programs, the main objective of this article is to present an analysis of guiding standards for degree programs published in Chile in 2021, including recommendations to enhance the content and the implementation of standards. The analysis of the Chilean standards is organized in three main domains: Professional Knowledge, Professional Skills and Professional Commitment. The comparative analysis between international and Chilean standard concludes that national standards are aligned to the literature findings and international standards since Chilean standards include the main professional knowledge, professional skills, and professional commitment that the literature review and international standards highlight as key for teacher education and teacher effectiveness. The analysis points to some weak aspects of the Chilean new standards in its content and implementation. One example is that the skill of problem-solving (individual or collaborative) for learning is not included as a main aspect of the standards. Another example is the importance of including several strategies for teaching students from diverse ethnic origin. These aspects could be considered in future versions of the Chilean standards for teaching education. Also, the analysis identifies some new strengths such us collaborative work, professional ethics, and feedback for learning, among others, compared to the old Chilean standards. To go beyond the content of national Chilean standards, this paper also suggests several strategies for improving the implementation of standards as well. First, the government could offer orientation resources on how to use and incorporate national standards in a practical way in teacher training programs, as done in the United States and Australia. In second place, the government could provide seminars and other meetings between teachers, academics, and students to know more about national standards and gain a positive attitude towards them.
{"title":"¿Calidad en la Formación Inicial Docente?: Análisis de los nuevos Estándares de la Profesión Docente para carreras de Pedagogía","authors":"Maria Del Rosario Rivero Castro, María Paz Medeiros","doi":"10.4151/07189729-vol.62-iss.3-art.1248","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1248","url":null,"abstract":"Based on a review of international guiding standards from the United States, Australia, England, Scotland y New Zealand and a literature review about effective teacher training programs, the main objective of this article is to present an analysis of guiding standards for degree programs published in Chile in 2021, including recommendations to enhance the content and the implementation of standards. The analysis of the Chilean standards is organized in three main domains: Professional Knowledge, Professional Skills and Professional Commitment. The comparative analysis between international and Chilean standard concludes that national standards are aligned to the literature findings and international standards since Chilean standards include the main professional knowledge, professional skills, and professional commitment that the literature review and international standards highlight as key for teacher education and teacher effectiveness. The analysis points to some weak aspects of the Chilean new standards in its content and implementation. One example is that the skill of problem-solving (individual or collaborative) for learning is not included as a main aspect of the standards. Another example is the importance of including several strategies for teaching students from diverse ethnic origin. These aspects could be considered in future versions of the Chilean standards for teaching education. Also, the analysis identifies some new strengths such us collaborative work, professional ethics, and feedback for learning, among others, compared to the old Chilean standards. To go beyond the content of national Chilean standards, this paper also suggests several strategies for improving the implementation of standards as well. First, the government could offer orientation resources on how to use and incorporate national standards in a practical way in teacher training programs, as done in the United States and Australia. In second place, the government could provide seminars and other meetings between teachers, academics, and students to know more about national standards and gain a positive attitude towards them.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83030389","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}
Mathematical performance is a basic instrumental competence for any educational system. Therefore, order to learn this discipline, several authors have highlighted the importance of the adequate development of early mathematical skills, due to their undeniable contribution to this objective. However, as these skills vary in complexity, their development probably places different demands on higher cognitive mechanisms and processes. Hence, the importance of knowing and assessing the executive functions that underlie these skills and that at an early age can predict or explain the differentiated performance in this area. Given this background, several studies have investigated the relationship between executive functions and mathematical skills; however, despite the abundant evidence, there is no consensus on the specific contribution of cognitive flexibility and inhibition in the development of early mathematical skills in preschool children. Therefore, this study aimed to evaluate the predictive capacity of cognitive flexibility and behavioral and cognitive inhibition in preschool children's early mathematical competencies of relational logic and numerical type. To meet this objective, a non-experimental ex post facto design was implemented with a sample of 104 preschool children, 50 prekindergarten students (48,1%; mean age = 4,97) and 54 kindergarten students (51,9%; mean age = 6,07), belonging to public schools (N = 32; 30,8%) and subsidized schools (N = 72; 69,2%) in the region of Valparaíso, Chile. For the evaluation of executive functions, a battery of three cognitive tests was applied: the Dimensional Change Card Sort (DCCS) to assess
{"title":"Flexibilidad cognitiva e inhibición como predictores de las competencias matemáticas tempranas en preescolares","authors":"Francisca Bernal-Ruiz, Yanara Ahumada-Céspedes, M. Castillo, Camila Castillo Herrera, Yurani López Veas, Ángela Rojas Chacoff","doi":"10.4151/07189729-vol.62-iss.3-art.1369","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1369","url":null,"abstract":"Mathematical performance is a basic instrumental competence for any educational system. Therefore, order to learn this discipline, several authors have highlighted the importance of the adequate development of early mathematical skills, due to their undeniable contribution to this objective. However, as these skills vary in complexity, their development probably places different demands on higher cognitive mechanisms and processes. Hence, the importance of knowing and assessing the executive functions that underlie these skills and that at an early age can predict or explain the differentiated performance in this area. Given this background, several studies have investigated the relationship between executive functions and mathematical skills; however, despite the abundant evidence, there is no consensus on the specific contribution of cognitive flexibility and inhibition in the development of early mathematical skills in preschool children. Therefore, this study aimed to evaluate the predictive capacity of cognitive flexibility and behavioral and cognitive inhibition in preschool children's early mathematical competencies of relational logic and numerical type. To meet this objective, a non-experimental ex post facto design was implemented with a sample of 104 preschool children, 50 prekindergarten students (48,1%; mean age = 4,97) and 54 kindergarten students (51,9%; mean age = 6,07), belonging to public schools (N = 32; 30,8%) and subsidized schools (N = 72; 69,2%) in the region of Valparaíso, Chile. For the evaluation of executive functions, a battery of three cognitive tests was applied: the Dimensional Change Card Sort (DCCS) to assess","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76549753","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 : 2023-07-26DOI: 10.4151/07189729-vol.62-iss.3-art.1344
Carlos Javier Ossa Cornejo, Claudia Verónica Vásquez Rivas, Nelly Gromiria Lagos San Martín
Emotional development and intrinsic motivation are relevant skills for the training of current generations since they are at the base of self-regulation and autonomous thinking. They are facets of the human being that are deemed necessary for the educational field, currently being considered as part of the professional skills of initial teacher training; however, an explicit or systematic line of work on these competencies has not been developed in many of the teacher training institutions. The main objective of this study seeks to analyze the levels of emotional knowledge and self-determination of students entering the first year of Pedagogy courses at a Chilean university, as well as the relationship between these variables. 431 Pedagogy students participated, 271 women (63%) while 157 of these were men (36%); there were close to 1% of students who did not feel represented with these gender categories. The TMMS 24 and the personal self-determination questionnaires were used as data collection instruments, both tests had applications in the Chilean sample and adequate levels of reliability; data were analyzed descriptively (measures of central tendency and dispersion), correlationally (Spearman's Rho coefficient) and comparatively (Mann-Whitney’s U coefficien t). The results show medium high levels in both variables, and a medium high standard deviation in the first variable in a whole participant; In addition, a slight predominance is observed in women, scoring higher than men in both variables. On the other hand, a positive, significant, and moderate relationship is found between the global variables (r=0.36, p<0.01), and between the dimension of perceived choice (self-determination) and global emotional meta-knowledge (r= 0.406, p<0.01), as well as the first with emotional
{"title":"Relación entre metaconocimiento emocional y autodeterminación en estudiantes de Pedagogía","authors":"Carlos Javier Ossa Cornejo, Claudia Verónica Vásquez Rivas, Nelly Gromiria Lagos San Martín","doi":"10.4151/07189729-vol.62-iss.3-art.1344","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1344","url":null,"abstract":"Emotional development and intrinsic motivation are relevant skills for the training of current generations since they are at the base of self-regulation and autonomous thinking. They are facets of the human being that are deemed necessary for the educational field, currently being considered as part of the professional skills of initial teacher training; however, an explicit or systematic line of work on these competencies has not been developed in many of the teacher training institutions. The main objective of this study seeks to analyze the levels of emotional knowledge and self-determination of students entering the first year of Pedagogy courses at a Chilean university, as well as the relationship between these variables. 431 Pedagogy students participated, 271 women (63%) while 157 of these were men (36%); there were close to 1% of students who did not feel represented with these gender categories. The TMMS 24 and the personal self-determination questionnaires were used as data collection instruments, both tests had applications in the Chilean sample and adequate levels of reliability; data were analyzed descriptively (measures of central tendency and dispersion), correlationally (Spearman's Rho coefficient) and comparatively (Mann-Whitney’s U coefficien t). The results show medium high levels in both variables, and a medium high standard deviation in the first variable in a whole participant; In addition, a slight predominance is observed in women, scoring higher than men in both variables. On the other hand, a positive, significant, and moderate relationship is found between the global variables (r=0.36, p<0.01), and between the dimension of perceived choice (self-determination) and global emotional meta-knowledge (r= 0.406, p<0.01), as well as the first with emotional","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91200207","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 : 2023-04-02DOI: 10.4151/07189729-vol.62-iss.2-art.1425
Enrique Sologuren Insúa, Paula Morgado Fernández
{"title":"Prácticas de retroalimentación para la producción del género de formación “Informe de Proyecto” en Ingeniería y Ciencias: explorando el aula universitaria","authors":"Enrique Sologuren Insúa, Paula Morgado Fernández","doi":"10.4151/07189729-vol.62-iss.2-art.1425","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.2-art.1425","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72523631","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 : 2023-04-02DOI: 10.4151/07189729-vol.62-iss.2-art.1415
Paul M. Rogers
{"title":"Reconceptualizing Response to Writing from a Longitudinal Perspective: Writing Development and Dialogic Interaction","authors":"Paul M. Rogers","doi":"10.4151/07189729-vol.62-iss.2-art.1415","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.2-art.1415","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82136611","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 : 2023-04-02DOI: 10.4151/07189729-vol.62-iss.2-art.1422
M. T. Caro Valverde, María González García, Patricia Pérez Alcaraz
{"title":"Coevaluación discente de comentarios metacognitivos y argumentativos de textos:análisis de un proceso formativo con recursos digitales","authors":"M. T. Caro Valverde, María González García, Patricia Pérez Alcaraz","doi":"10.4151/07189729-vol.62-iss.2-art.1422","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.2-art.1422","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88010336","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}
{"title":"Retroalimentación escrita con Comentarios de Ajuste al Género (CEAG) según modo en tres áreas disciplinares universitarias","authors":"Mónica Irma Tapia Ladino, Roxanna Carolina Correa Pérez, Beatriz Magaly Arancibia Gutiérrez","doi":"10.4151/07189729-vol.62-iss.2-art.1412","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.2-art.1412","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72991312","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 : 2023-04-02DOI: 10.4151/07189729-vol.62-iss.2-art.1419
Carmen López Ferrero, Encarnación Carrasco Perea
{"title":"Feedback, for learning?: experiences of future language teachers","authors":"Carmen López Ferrero, Encarnación Carrasco Perea","doi":"10.4151/07189729-vol.62-iss.2-art.1419","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.2-art.1419","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79628967","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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