{"title":"Argumentar y contraargumentar en la Formación Inicial Docente: un dispositivo pedagógico orientado a desarrollar pensamiento docente reflexivo","authors":"Natalia Albornoz Muñoz, Francisca Corbalán Pössel, Felipe Acuña Ruz, Macarena Sofía Sanhueza Céspedes","doi":"10.4151/07189729-vol.61-iss.2-art.1323","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1323","url":null,"abstract":",","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89510220","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 : 2022-01-21DOI: 10.4151/07189729-vol.61-iss.1-art.1237
Cecilia Del Carmen Cisterna Zenteno, C. D. Díaz Larenas
The research seeks to investigate the subject of the predominant learning styles in a group of older adults of a Chilean university. The sample is made up by a first group of 17 active academic older adults and a second of 17 non-academic retired adults who attend a school for the elderly, the age range of both groups is 60 to 70. The goal is to check if there are significant differences in their learning styles. The Honey-Alonso Learning Styles questionnaire (CHAEA, 1994) is used to collect the data and the non-parametric Mann-Whitney U test for analysis purposes. The results indicate that there are no differences in the sample with respect to the predominant learning styles. The theoretical and pragmatic styles are the predominant styles in this study, characterizing older adults as realistic, structured, and methodical people. These results are relevant when selecting suitable teaching strategies and teaching methods for working with older people.
{"title":"Estilos de aprendizaje predominantes en adultos mayores: una primera aproximación","authors":"Cecilia Del Carmen Cisterna Zenteno, C. D. Díaz Larenas","doi":"10.4151/07189729-vol.61-iss.1-art.1237","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1237","url":null,"abstract":"The research seeks to investigate the subject of the predominant learning styles in a group of older adults of a Chilean university. The sample is made up by a first group of 17 active academic older adults and a second of 17 non-academic retired adults who attend a school for the elderly, the age range of both groups is 60 to 70. The goal is to check if there are significant differences in their learning styles. The Honey-Alonso Learning Styles questionnaire (CHAEA, 1994) is used to collect the data and the non-parametric Mann-Whitney U test for analysis purposes. The results indicate that there are no differences in the sample with respect to the predominant learning styles. The theoretical and pragmatic styles are the predominant styles in this study, characterizing older adults as realistic, structured, and methodical people. These results are relevant when selecting suitable teaching strategies and teaching methods for working with older people.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85868708","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":"Presencia de la psicomotricidad y psicomotricistas en la normativa educativa chilena en infancia. Un análisis documental","authors":"Marcela Beatriz Hernández Lechuga, Lurdes Martínez Mínguez","doi":"10.4151/07189729-vol.61-iss.1-art.1207","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1207","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78122301","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 : 2022-01-21DOI: 10.4151/07189729-vol.61-iss.1-art.1275
Moramay Guerra García, Ileana Seda Santana
Through a microethnography in which teachers from a public secondary school in Mexico City participated, teachers’ actions of everyday resistance were identified, as carried out by teachers in the face of pressure from organizational conditions and school practices that limit comprehensive or timely attention to the needs of students. By performing these actions, teachers move around the normative or social controls of the school in a discreet way, using their autonomy creatively, expanding their roles, innovating, and creating alliances. The analysis of these actions allows us to recognize a) teachers’ ability to make decisions autonomously and proactively regarding student’s issues, b) the underlying motivation for their actions of resistance; and c) the long-term potential of their actions to contribute to the personal, social, and civic development of students.
{"title":"Acciones de resistencia del docente: recurso para la atención integral del alumnado","authors":"Moramay Guerra García, Ileana Seda Santana","doi":"10.4151/07189729-vol.61-iss.1-art.1275","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1275","url":null,"abstract":"Through a microethnography in which teachers from a public secondary school in Mexico City participated, teachers’ actions of everyday resistance were identified, as carried out by teachers in the face of pressure from organizational conditions and school practices that limit comprehensive or timely attention to the needs of students. By performing these actions, teachers move around the normative or social controls of the school in a discreet way, using their autonomy creatively, expanding their roles, innovating, and creating alliances. The analysis of these actions allows us to recognize a) teachers’ ability to make decisions autonomously and proactively regarding student’s issues, b) the underlying motivation for their actions of resistance; and c) the long-term potential of their actions to contribute to the personal, social, and civic development of students.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79794015","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 : 2022-01-21DOI: 10.4151/07189729-vol.61-iss.1-art.1217
Cesar Maldonado-Diaz
Co-teaching is a pedagogical practice that involves two teachers teaching together. This research described coteaching practices implemented by two teachers from a Chilean school, with a School Integration Program, in its three dimensions: co-planning, co-instruction and co-evaluation. This case study took an ethnographic approach, using participant observation and in-depth interviews as data production techniques. The results confirm previous findings about teachers who co-teach. However, differences arise in the shared teaching process that mix the characteristics of the case and the differences in each of the dimensions of co-teaching. The study contributes to the understanding of shared teaching practices and reveals the differences in the roles of teachers between the dimensions of this practice that, traditionally, have not been explored together.
{"title":"¿Cómo se coenseña? Estudio de caso etnográfico en una escuela pública chilena","authors":"Cesar Maldonado-Diaz","doi":"10.4151/07189729-vol.61-iss.1-art.1217","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1217","url":null,"abstract":"Co-teaching is a pedagogical practice that involves two teachers teaching together. This research described coteaching practices implemented by two teachers from a Chilean school, with a School Integration Program, in its three dimensions: co-planning, co-instruction and co-evaluation. This case study took an ethnographic approach, using participant observation and in-depth interviews as data production techniques. The results confirm previous findings about teachers who co-teach. However, differences arise in the shared teaching process that mix the characteristics of the case and the differences in each of the dimensions of co-teaching. The study contributes to the understanding of shared teaching practices and reveals the differences in the roles of teachers between the dimensions of this practice that, traditionally, have not been explored together.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89230848","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 : 2022-01-21DOI: 10.4151/07189729-vol.61-iss.1-art.1234
Nieves Mora Miranda, Valentín Martínez-Otero Pérez, Martha Leticia Gaeta González, Sara Santander Trigo
This study aims to analyze the incidence of formal and non-formal emotional training in the acquisition of emotional skills in Pre-school and Primary Education teachers. Participants were 127 Primary Education and Pre-school Education teachers who responded to the TMMS-24 test of Emotional Intelligence, which provides a meta-emotional personal assessment of the emotional experience. Results show the significant influence of teachers' training in the acquisition of emotional repair skills, one of the dimensions within the instrument used (TMMS-24), which refers to using regulation strategies of the more complex psychological processes involving implementing the rest of the emotional skills. The study findings reveal the training needs of educators in emotional intelligence in terms of their professional deployment and students' comprehensive development.
{"title":"Inteligencia emocional en la formación del profesorado de educación infantil y primaria","authors":"Nieves Mora Miranda, Valentín Martínez-Otero Pérez, Martha Leticia Gaeta González, Sara Santander Trigo","doi":"10.4151/07189729-vol.61-iss.1-art.1234","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1234","url":null,"abstract":"This study aims to analyze the incidence of formal and non-formal emotional training in the acquisition of emotional skills in Pre-school and Primary Education teachers. Participants were 127 Primary Education and Pre-school Education teachers who responded to the TMMS-24 test of Emotional Intelligence, which provides a meta-emotional personal assessment of the emotional experience. Results show the significant influence of teachers' training in the acquisition of emotional repair skills, one of the dimensions within the instrument used (TMMS-24), which refers to using regulation strategies of the more complex psychological processes involving implementing the rest of the emotional skills. The study findings reveal the training needs of educators in emotional intelligence in terms of their professional deployment and students' comprehensive development.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85165638","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":"Estudio de Clases y su contribución al desarrollo profesional docente. Un estudio de caso","authors":"Jorge Rojas-Bravo, Jorge Gajardo Aguayo, Catherine Albornoz Torres, Javiera Romero Inostroza","doi":"10.4151/07189729-vol.61-iss.1-art.1238","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1238","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87411185","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 : 2022-01-21DOI: 10.4151/07189729-vol.61-iss.1-art.1213
María Rosario García-Huidobro Munita, Gabriel Hoecker Gil
{"title":"Prácticas de mediación de artistas y artistas-docentes en Chile. Artes relacionales como formas de enseñanza","authors":"María Rosario García-Huidobro Munita, Gabriel Hoecker Gil","doi":"10.4151/07189729-vol.61-iss.1-art.1213","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1213","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75681621","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 : 2022-01-21DOI: 10.4151/07189729-vol.61-iss.1-art.1211
Jorge Eduardo Alfaro Urrutia
This In the last ten years, Chile has implemented inclusive education policies aimed at making education accessible to students with disabilities. During the decade numerous research studies have been compiled building a knowledge corpus, about the effects and characteristics of these policies. Therefore, a Systematic Review was carried out, through a mixed method, that analyzed 79 articles that address the topic of Inclusive Education Policy in Chile. A characterization was developed using elements of descriptive statistics and a critical analysis of the discourse to determine the themes. The results show that Chile does not have an inclusive education policy, nor a hybrid model as described. Chile has an educational policy of accountability that is resisted by a discourse of respect of differences from professionals. This article can be useful to systematize current problems as well as serve as a basis for new research.
{"title":"Estudiantes con discapacidad entre inclusión e integración: Revisión sistemática de 10 años de tensiones y contradicciones","authors":"Jorge Eduardo Alfaro Urrutia","doi":"10.4151/07189729-vol.61-iss.1-art.1211","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.1-art.1211","url":null,"abstract":"This In the last ten years, Chile has implemented inclusive education policies aimed at making education accessible to students with disabilities. During the decade numerous research studies have been compiled building a knowledge corpus, about the effects and characteristics of these policies. Therefore, a Systematic Review was carried out, through a mixed method, that analyzed 79 articles that address the topic of Inclusive Education Policy in Chile. A characterization was developed using elements of descriptive statistics and a critical analysis of the discourse to determine the themes. The results show that Chile does not have an inclusive education policy, nor a hybrid model as described. Chile has an educational policy of accountability that is resisted by a discourse of respect of differences from professionals. This article can be useful to systematize current problems as well as serve as a basis for new research.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84300736","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 : 2021-11-01DOI: 10.4151/07189729-vol.60-iss.3-art.1169
C. Rodríguez-Garcés, Denisse ESPINOSA-VALENZUELA, Geraldo Padilla-Fuentes, Claudia Suazo-Ruíz
{"title":"Selectividad e igualdad de oportunidades en el acceso a carreras de pedagogía: compleja convivencia en un contexto de financiamiento a la demanda","authors":"C. Rodríguez-Garcés, Denisse ESPINOSA-VALENZUELA, Geraldo Padilla-Fuentes, Claudia Suazo-Ruíz","doi":"10.4151/07189729-vol.60-iss.3-art.1169","DOIUrl":"https://doi.org/10.4151/07189729-vol.60-iss.3-art.1169","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73810194","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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