Estefanía Alonso-Bello, Lidia E. Santana-Vega, Luis Feliciano-García
Young unaccompanied immigrants have various problems in their professional careers which lead to situations of exclusion and hinder their emancipation. The development and consolidation of employment skills is a necessary condition for the labour integration of this group. This research analyzes the employability skills of unaccompanied young immigrants who must leave the public social protection system when they reach the age of majority. A multiple case study was conducted. The cases were selected: 1) having been in residential care institutions, 2) having been in a job placement program, and 3) are 16-18 years of age. The study data were collected using qualitative and quantitative techniques. Results show that young immigrants have: a) language and socio-emotional difficulties that limit their chances of employability; b) some employability skills that facilitate labour insertion, and c) families which act as a powerful motivator for achieving their goals. We discuss the need to design individual transition plans to help young immigrants overcome their limitations, cope with the transition to adulthood and consolidate their career paths.
{"title":"Employability Skills of Unaccompanied Immigrant Minors in Canary Islands","authors":"Estefanía Alonso-Bello, Lidia E. Santana-Vega, Luis Feliciano-García","doi":"10.7821/naer.2020.1.433","DOIUrl":"https://doi.org/10.7821/naer.2020.1.433","url":null,"abstract":"Young unaccompanied immigrants have various problems in their professional careers which lead to situations of exclusion and hinder their emancipation. The development and consolidation of employment skills is a necessary condition for the labour integration of this group. This research analyzes the employability skills of unaccompanied young immigrants who must leave the public social protection system when they reach the age of majority. A multiple case study was conducted. The cases were selected: 1) having been in residential care institutions, 2) having been in a job placement program, and 3) are 16-18 years of age. The study data were collected using qualitative and quantitative techniques. Results show that young immigrants have: a) language and socio-emotional difficulties that limit their chances of employability; b) some employability skills that facilitate labour insertion, and c) families which act as a powerful motivator for achieving their goals. We discuss the need to design individual transition plans to help young immigrants overcome their limitations, cope with the transition to adulthood and consolidate their career paths.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42192043","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 paper presents a multi-case study in the field of intercultural education and it refers to a project named “Voice of children and young people in the development of intercultural education”. The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students’ voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors —teachers, other students, staff, tutors, and other members of the community— creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters’ participatory projects engaged in intercultural processes and change.
{"title":"Student Voice and Participation in Intercultural Education","authors":"A. Caetano, I. Freire, Elsa Biscaia Machado","doi":"10.7821/naer.2020.1.458","DOIUrl":"https://doi.org/10.7821/naer.2020.1.458","url":null,"abstract":"This paper presents a multi-case study in the field of intercultural education and it refers to a project named “Voice of children and young people in the development of intercultural education”. The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students’ voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors —teachers, other students, staff, tutors, and other members of the community— creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters’ participatory projects engaged in intercultural processes and change.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42231092","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}
Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.
{"title":"Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse","authors":"Dolly Eliyahu-Levi, Michal Ganz-Meishar","doi":"10.7821/naer.2020.1.480","DOIUrl":"https://doi.org/10.7821/naer.2020.1.480","url":null,"abstract":"Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206631","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}
Irina Salcines-Talledo, Natalia González-Fernández, E. Briones
The Smartphone has become the device that offers the greatest number of possibilities to Mobile Learning dynamics, and university students are increasingly optimizing its potential. This research offers a classification of student profiles according to their knowledge and use of Smartphones, and analyzes their relationship between their interest towards training, the perceived academic benefits and the time spent using the device as a pedagogic resource. For this, through a quantitative methodology, a cluster analysis was conducted, which allowed for the defining of student profiles, and through non-parametric tests, the significance was analyzed with respect to their interest in training, the academic benefits perceived, and the time spent using the Smartphone. The results showed the existence of three profiles, namely: High degree of knowledge and academic use of the Smartphone; Average degree of knowledge and use of the Smartphone; and Low degree of knowledge and use of the Smartphone. Also, differences between the profiles were found in the time spent using it, the benefits perceived and the interest for being trained on the academic use of the Smartphone. The students with the Low profile were the ones that detected the least number of positive aspects and had the least interest in training towards this aim.
{"title":"The Smartphone as a Pedagogic Tool. Student Profiles as related to its Use and Knowledge","authors":"Irina Salcines-Talledo, Natalia González-Fernández, E. Briones","doi":"10.7821/naer.2020.1.454","DOIUrl":"https://doi.org/10.7821/naer.2020.1.454","url":null,"abstract":"The Smartphone has become the device that offers the greatest number of possibilities to Mobile Learning dynamics, and university students are increasingly optimizing its potential. This research offers a classification of student profiles according to their knowledge and use of Smartphones, and analyzes their relationship between their interest towards training, the perceived academic benefits and the time spent using the device as a pedagogic resource. For this, through a quantitative methodology, a cluster analysis was conducted, which allowed for the defining of student profiles, and through non-parametric tests, the significance was analyzed with respect to their interest in training, the academic benefits perceived, and the time spent using the Smartphone. The results showed the existence of three profiles, namely: High degree of knowledge and academic use of the Smartphone; Average degree of knowledge and use of the Smartphone; and Low degree of knowledge and use of the Smartphone. Also, differences between the profiles were found in the time spent using it, the benefits perceived and the interest for being trained on the academic use of the Smartphone. The students with the Low profile were the ones that detected the least number of positive aspects and had the least interest in training towards this aim.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45984572","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}
Ensuring inclusive education, which is one of the priorities of the 2030 Agenda for Sustainable Development, is not possible without teachers. Teachers' perceptions influence the way they organise and develop their professional activity and the commitment they ultimately give to cultural diversity in educational practice. In this paper, we study the perceptions about cultural diversity which are held by teachers working in compulsory education with Roma students in the Italian city of Messina. The study involved 182 teachers from four educational centres for primary education and the first grade of secondary education. It is a quantitative descriptive study in which a questionnaire has been used as the instrument to collect information. The results obtained highlight, among other issues, the fact that the teachers who were involved in the study favour theoretical and practical perspectives which encourage cultural diversity. In addition, they reveal that there are significant differences in teachers’ perceptions according to the educational level they teach.
{"title":"Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina","authors":"M. C. López López, Stefania La Malfa","doi":"10.7821/naer.2020.1.447","DOIUrl":"https://doi.org/10.7821/naer.2020.1.447","url":null,"abstract":"Ensuring inclusive education, which is one of the priorities of the 2030 Agenda for Sustainable Development, is not possible without teachers. Teachers' perceptions influence the way they organise and develop their professional activity and the commitment they ultimately give to cultural diversity in educational practice. In this paper, we study the perceptions about cultural diversity which are held by teachers working in compulsory education with Roma students in the Italian city of Messina. The study involved 182 teachers from four educational centres for primary education and the first grade of secondary education. It is a quantitative descriptive study in which a questionnaire has been used as the instrument to collect information. The results obtained highlight, among other issues, the fact that the teachers who were involved in the study favour theoretical and practical perspectives which encourage cultural diversity. In addition, they reveal that there are significant differences in teachers’ perceptions according to the educational level they teach.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana García-Valcárcel Muñoz-Repiso, S. Casillas Martín, Verónica Basilotta Gómez-Pablos
Digital competence is a basic skill for citizens and should be systematically assessed, taking into account characteristics such as knowledge, skills and attitudes. However, measuring and identifying the digital competence of students is still a major challenge. To this end, the indicator model (INCODIES) has been developed and validated following the structure of the DIGCOMP model, which can be used to create assessment tests that measure student digital competence when they have completed their compulsory education. This article presents the results of a process of content validation carried out by 77 experts, in both the school and the university context. The analysis of the experts’ assessments and the level of agreement among those rating them were carried out following an original method which consists of determining a quantitative index for the validity of content called the Content Validity Ratio (CVR). The results obtained allowed us to confirm that the competences included in the reference framework DIGCOMP are correctly represented in the items formulated for the INCODIES model, which obtained high content validity. The model can serve as a structure and basis for the designing of specific evaluation tests on this topic.
{"title":"Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education","authors":"Ana García-Valcárcel Muñoz-Repiso, S. Casillas Martín, Verónica Basilotta Gómez-Pablos","doi":"10.7821/naer.2020.1.459","DOIUrl":"https://doi.org/10.7821/naer.2020.1.459","url":null,"abstract":"Digital competence is a basic skill for citizens and should be systematically assessed, taking into account characteristics such as knowledge, skills and attitudes. However, measuring and identifying the digital competence of students is still a major challenge. To this end, the indicator model (INCODIES) has been developed and validated following the structure of the DIGCOMP model, which can be used to create assessment tests that measure student digital competence when they have completed their compulsory education. This article presents the results of a process of content validation carried out by 77 experts, in both the school and the university context. The analysis of the experts’ assessments and the level of agreement among those rating them were carried out following an original method which consists of determining a quantitative index for the validity of content called the Content Validity Ratio (CVR). The results obtained allowed us to confirm that the competences included in the reference framework DIGCOMP are correctly represented in the items formulated for the INCODIES model, which obtained high content validity. The model can serve as a structure and basis for the designing of specific evaluation tests on this topic.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44243773","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}
A. García-Vera, Laura Rayón Rumayor, Ana María De la Heras Cuenca
The present article investigates the potentialities of photo-elicitation as a technique in teacher professional development. This study analyses the process of eliciting dilemmas in four primary teachers, whose solution has proved to contribute to the teachers´ education. To this end, the effect of different types of external observers' intervention in dilemma generation, participating in sessions developed with a specific photo-elicitation procedure, is explored. The knowledge pursued in order to meet the study objectives concerned inconsistencies between goals and practices and teachers’ dilemmas. These inconsistencies and dilemmas are tacit and with multiple possible interpretations, and are therefore not measurable. They consequently require an interpretative research approach using a qualitative method of inquiry based on collective case studies. The results show that the inconsistencies introduced to the teachers, by questioning their teaching practice, are enough but not necessary to pose professional dilemmas. Solving these dilemmas led the teachers to change their conceptual and processual beliefs, as well as their teaching activities.
{"title":"Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ Visions","authors":"A. García-Vera, Laura Rayón Rumayor, Ana María De la Heras Cuenca","doi":"10.7821/naer.2020.1.499","DOIUrl":"https://doi.org/10.7821/naer.2020.1.499","url":null,"abstract":"The present article investigates the potentialities of photo-elicitation as a technique in teacher professional development. This study analyses the process of eliciting dilemmas in four primary teachers, whose solution has proved to contribute to the teachers´ education. To this end, the effect of different types of external observers' intervention in dilemma generation, participating in sessions developed with a specific photo-elicitation procedure, is explored. The knowledge pursued in order to meet the study objectives concerned inconsistencies between goals and practices and teachers’ dilemmas. These inconsistencies and dilemmas are tacit and with multiple possible interpretations, and are therefore not measurable. They consequently require an interpretative research approach using a qualitative method of inquiry based on collective case studies. The results show that the inconsistencies introduced to the teachers, by questioning their teaching practice, are enough but not necessary to pose professional dilemmas. Solving these dilemmas led the teachers to change their conceptual and processual beliefs, as well as their teaching activities.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45623171","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 acquisition of digital and research competencies for educating university students is a requirement that is becoming more relevant given the demands of today's society. However, learning methodologies used by professors seem to be detached from reality, preventing the development of applicable learning, as well as the acquisition of those skills necessary in the twenty-first century. The main objective of the research is to analyze the Lean Startup method as a learning methodology in the creation of digital and research competencies in students from the UNED Costa Rica during the development of the course: Mixed Methods Research (MMR). The sample consisted of 531 individuals, teachers and students from different degrees of the School of Education from the UNED who took the course during the years 2015 to 2017. A mixed explanatory sequential design was used, with a theoretical part of an exploration of the method, a quantitative part (descriptive analysis and contrast of means) and another qualitative part by means of content analysis. The results showed the effectiveness of an innovative methodology such as Lean Startup in the development of digital and research skills, and the change of the teacher's role in the teaching process.
{"title":"Lean Startup as a Learning Methodology for Developing Digital and Research Competencies","authors":"C. Ávalos, Ana Pérez-Escoda, L. Monge","doi":"10.7821/NAER.2019.7.438","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.438","url":null,"abstract":"The acquisition of digital and research competencies for educating university students is a requirement that is becoming more relevant given the demands of today's society. However, learning methodologies used by professors seem to be detached from reality, preventing the development of applicable learning, as well as the acquisition of those skills necessary in the twenty-first century. The main objective of the research is to analyze the Lean Startup method as a learning methodology in the creation of digital and research competencies in students from the UNED Costa Rica during the development of the course: Mixed Methods Research (MMR). The sample consisted of 531 individuals, teachers and students from different degrees of the School of Education from the UNED who took the course during the years 2015 to 2017. A mixed explanatory sequential design was used, with a theoretical part of an exploration of the method, a quantitative part (descriptive analysis and contrast of means) and another qualitative part by means of content analysis. The results showed the effectiveness of an innovative methodology such as Lean Startup in the development of digital and research skills, and the change of the teacher's role in the teaching process.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767133","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 work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.
{"title":"University-School Scenarios and Voices from Classrooms. Rethinking Collaboration within the Framework of an Interuniversity Project","authors":"Elia Fernández-Díaz, Prudencia Gutiérrez Esteban, Lorea Fernández Olaskoaga","doi":"10.7821/NAER.2019.7.372","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.372","url":null,"abstract":"This work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45996540","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}
Jesús López Belmonte, Santiago Pozo Sánchez, María José Del Pino Espejo
Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.
{"title":"Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts","authors":"Jesús López Belmonte, Santiago Pozo Sánchez, María José Del Pino Espejo","doi":"10.7821/NAER.2019.7.431","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.431","url":null,"abstract":"Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47757086","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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