Profesorado, Revista de Currículum y Formación del Profesorado

Autoevaluación formativa en las prácticas educativas: percepciones del alumnado a través del método KWL

2024-11-03T19:53:13+00:00

The internship process presents a unique learning opportunity in a non-academic environment, where students can reflect on what they have learned and apply it in a real work environment. Therefore, this research aims to examine students' perceptions of their knowledge, skills, expectations, and difficulties before and after their internship in Primary School. Data are collected through questionnaires, before and after the internship, based on the K-W-L self-assessment model adapted to the context of teaching practice. The study involves students of Primary Education and the double degree in Primary Education and Physical Activity and Sport Sciences from a Basque university. The content analysis was carried out with IRaMuTeQ software, identifying six classes in the pre-questionnaire and five in the post-questionnaire. DHC analysis techniques are applied, revealing two main groups and subgroups with different approaches to knowledge, expectations, skills and difficulties. The study contributes to the understanding of students' perception of their internship, their expectations, fulfillment of these expectations and the difficulties identified. In conclusion, it offers relevant information to improve the self-assessment process of the traineeship students.

TEACHING INNOVATION IN SPORT SCIENCE DEGREES IN CATALONIA

2025-01-28T09:38:24+00:00

Educational innovation has become a strategic challenge for universities that have to respond to a changing and competitive society. The aim of the study was to analyse the attitude towards teaching innovation of the teaching staff of the different courses of Physical Activity and Sport Sciences in Catalonia (CAFyD). For this purpose, the questionnaire Innovative Competence Profile of University Teachers (CIDU) by Fernández-Cruz and Rodríguez-Legendre (2023) was implemented on the teaching staff of the 8 CAFyD centers in Catalonia. The questionnaire was answered by 128 teachers. The research team contacted the respective management teams by e-mail to present the study and ask them to disseminate the questionnaire among their teaching staff. The results showed that women and accredited teachers are more inclined towards educational innovation (p<.05). The Physical Education department showed the highest tendency towards innovation, mainly due to its accredited teaching staff (p<.05) and the possible link they have with the teaching and learning processes. There is a notable heterogeneity among the 9 dimensions of teaching innovation analyzed in the questionnaire, which is demonstrated by the many significant variations (p<.05) between them. In general, a high predisposition towards teaching innovation was observed among teachers, where it seems that women and accredited teachers are more likely to be more likely to be more innovative than men.

Actitudes docentes sobre el aprendizaje móvil en Educación Secundaria

2025-03-02T12:37:45+00:00

El aprendizaje móvil ha comenzado a ocupar un espacio importante en el campo de la educación, siendo la actitud del docente un factor determinante para su integración en el proceso de enseñanza aprendizaje. Ante esto, pretendemos analizar las actitudes que tienen los docentes de educación secundaria sobre el aprendizaje móvil. Este estudio se llevó a cabo bajo un enfoque mixto, combinando un diseño cuantitativo de tipo survey y un diseño cualitativo de carácter fenomenológico. Para este fin, se diseñó un cuestionario que fue respondido por 354 profesores de educación secundaria de la República Dominicana. Se realizaron entrevistas semiestructuradas a tres grupos seleccionados de docentes, según su nivel de uso de los dispositivos móviles con fines educativos (alto, medio y bajo). Los resultados dejan evidencia del impacto de la participación en programas de capacitación en tecnología, la edad y el apoyo tecnológico recibido en la actitud de los educadores hacia el uso de dispositivos móviles. Dada la prevalencia de adultos jóvenes en la fuerza laboral y su conexión con la aceptación de dispositivos móviles en la educación, es importante promover una cultura de adaptación tecnológica desde los primeros años de formación docente. Es esencial seguir invirtiendo en capacitaciones y personal que ofrezca soporte para mantener al profesorado actualizado con herramientas tecnológicas de enseñanza innovadoras.

Design and validation of the questionnaire for implementation of emotional education projects for teachers

2024-11-07T21:29:04+00:00

Introduction and foundation of the problem: The relevance of emotions in the educational field and its benefits for students contrast with the lack of instruments that measure teacher perception of the implementation of this type of programs. The objective of this work has been to evaluate the perception of teachers about the implementation of emotional education projects through the Implementation of Emotional Education Projects (IPEE) questionnaire made up of five dimensions (motivation, facilitators, barriers, perceived effectiveness and sustainability) Methodology: The sample is made up of 869 directors and coordinators. A cross-validation study has been carried out, randomly dividing the total sample into two subsamples following the Solomon method. Measurement invariance has also been observed depending on the sex and role of the participants and the reliability of the scores has been estimated. Results: The five-factor dimensional model shows adequate fit and presents measurement invariance. The reliability of the subscales has been satisfactory. Discussion: The IPEE questionnaire (in its reduced version) provides valid interpretations and reliable scores, as well as an SEM model to evaluate teachers' perception of educational innovation projects in emotional education.

Educación Musical en España: estudio comparado sobre la LOMCE y la LOMLOE en la etapa de Educación Primaria

2025-02-19T12:39:05+00:00

La educación musical es un componente clave en la educación del alumnado, siendo objeto de regulación por parte de las instituciones educativas con competencias en este ámbito. A través de la legislación, cada sistema educativo nacional estructura el aprendizaje de sus ciudadanos, dando lugar a los currículos que guiarán la práctica educativa docente. En este artículo abordaremos el concepto de currículo para atender posteriormente a través del método comparado al estudio de las enseñanzas mínimas de Educación Musical en la LOMCE y en la LOMLOE en la etapa de educación primaria, analizando sus semejanzas y diferencias en cuanto a la presencia de los elementos curriculares de introducción al área, competencias, contenidos, evaluación y metodología por un lado y de los componentes musicales de la escucha, la expresión, el lenguaje de la música, la producción musical, el uso de TIC/TAC y el fomento de la cultura musical por otro. Los resultados ponen de manifiesto una mejora en la presencia de los elementos curriculares y en los componentes musicales establecidos en la actual legislación educativa, especialmente en lo referente al ámbito de la escucha, del lenguaje de la música y de la producción musical, destacando como aspectos muy positivos la incorporación de competencias específicas para la Educación Artística y el establecimiento de esta disciplina como obligatoria en la etapa de educación primaria.

Trayectorias e identidad de liderazgo de directoras de Educación Secundaria de formación profesional: un estudio exploratorio

2025-03-18T09:36:06+00:00

La Educación Secundaria de Formación Profesional (ESFP) es un tema de gran importancia en Chile y en el mundo por las implicaciones en el desarrollo económico de los países. Por otra parte, el rol de líderes/as en esta modalidad, sobre todo el rol de mujeres en cargos de dirección escolar es de gran relevancia por lo poco explorado de la temática y la menor presencia. En este contexto es que esta investigación busca indagar en trayectorias e identidades de directoras escolares, principalmente conocer las motivaciones y/o inspiraciones para dirigir centros educativos de esta modalidad. Mediante un estudio exploratorio cualitativo, se entrevistó a ocho directoras de centros de ESFP de la Región Metropolitana de Chile. Los resultados dan cuenta que en cada fase las trayectorias profesionales convergen elementos motivacionales, personales y contextuales. Se concluye que la construcción de identidad de liderazgo de directores escolares de ESFP está articulada por motivaciones individuales, externas familiares y sociales, y por la relación contextual con el sistema técnico profesional.

Assertive communication and gamification: psychomotor development of children with Down syndrome

2023-01-30T00:07:44+00:00

The exploration of the psychomotor development of children in the province of Manabí in Ecuador showed significant delays in recent years. Therefore, schools need to know strategies to overcome this problem in children with and without special educational needs. This work aims to determine the contribution of assertive communication and gamification articulation to processes aimed at the psychomotor development of children with and without Down syndrome domiciled in Manabí. It administered an educational intervention in which 12 children with and without Down syndrome participated. It used the Dynamic Balance bar test and the Flamenco test to monitor the changes in the motor balance of the participants. The fear and anxiety manifested by the children before the eventual fall during the sessions were overcome by creating a play environment, and the mood swings common in people with Down syndrome were worked with assertive communication. The results show positive advances in all the participants concerning the static equilibrium, while for the dynamic equilibrium, the results show the surpassing of the internationally accepted standard level. The evidence obtained shows that the articulation of recreational games and assertive communication to balance practices contributed significantly to the psychomotor development and well-being of all the children who participated in this process.

Formación del profesorado: la implementación de la Evaluación Nacional Diagnóstica en el sistema chileno

2024-10-23T10:22:19+00:00

The Chilean education system has developed mechanisms for the regulation of its Initial Teacher Training (ITT). Among these mechanisms is the incorporation of the National Diagnostic Evaluation (END), a nationwide and mandatory assessment for all students as a requirement for obtaining the degree. It evaluates general pedagogical and disciplinary-didactic aspects, depending on the area or level to which the program is focused. The legal framework defines that the results of this exam must be considered by universities to make improvements to their curricula and implement remedial actions. The management of these results is mandatory for pedagogy programs in the country within the accreditation processes.

The results of the END for 98 programs were analyzed in a mixed-methods study, which underwent accreditation processes in 2022 and had continuous exam scores from 2017 to 2021. The relationship between obtained results and disciplinary, territorial, and other variables was explored. From a qualitative perspective, 36 reports of these programs were analyzed, segmented by their results. The article explores the relationship between this exam and training programs.

The findings lead to the conclusion that there is a relationship between results in the disciplinary and didactic knowledge test and the outcomes in accreditation processes, with this instrument being more influential on program quality than the one focusing on general pedagogical aspects. Regarding implemented actions, programs tend to show actions with a lesser impact on the curriculum, without significantly modifying educational trajectories, potentially contributing to the stability of scores year after year.

Faculty members in evaluation: the impact of gender on the results of student evaluations of teaching

2025-02-20T08:56:00+00:00

Student evaluation of teaching is the most widely used tool to assess the quality of teaching and teaching performance in universities, with effects both on the evaluation of teaching and on the promotion and job stability possibilities of faculty members. Despite its extensive use, its credibility and objectivity have been questioned due to various sources of error detected. This quantitative study analyzes the results of teacher evaluations at a Chilean university, both institutionally and within two careers typically gendered (nursing and engineering) during the 2022-2024 period. The study considers the gender of both students and faculty, proposing eight hypotheses. The results show that female faculty members are rated higher than their male counterparts across all four dimensions of teaching practice. However, at the institutional level, students recommend male faculty just as frequently as female faculty. In contrast, within gendered units, the evaluation of teaching practices aligns with student recommendations, with female faculty being better evaluated and more frequently recommended than male faculty. The article concludes by urging reflection on gender biases and their impact on academia to achieve greater gender equity in higher education institutions.

La escritura creativa y el pensamiento crítico en los grados de Educación Infantil y Primaria de cinco universidades españolas

2024-11-07T21:24:44+00:00

Los déficits de escritura en el alumnado universitario que recibe formación para convertirse en futuros docentes demuestran la necesidad de trabajar la competencia escrita y el razonamiento crítico. El objetivo general de la presente investigación es realizar un análisis de las palabras clave relacionadas con el pensamiento crítico y la escritura creativa en los planes docentes de los Grados de Educación Infantil y Primaria de cinco universidades españolas. Se han analizado un total de 572 asignaturas. La investigación, de corte mixto, ha comprendido la creación de gráficos y tablas, en la parte cuantitativa, y un análisis descriptivo documental de los planes docentes y de las palabras clave más frecuentes, en la cualitativa. En los resultados se ha observado una escasa aparición de las palabras clave relacionadas con los temas tratados. Como conclusión, conviene destacar que, aunque el pensamiento crítico y la escritura creativa son esenciales en el desarrollo integral del ser humano, no siempre son incluidos en los grados de Formación del Profesorado, lo que puede estar relacionado con los déficits de los primeros niveles educativos.

Design Thinking educational interventions in Primary and Secondary education: a bibliometric and network analysis (2011-2023)

2025-02-10T09:51:19+00:00

Design Thinking (DT) is associated with business and design, although it has become established in other fields, such as education. From an educational perspective, research on the topic has been gaining prominence in recent years as a method to address educational challenges of any kind. This study aimed to provide an overview of existing research on the use of DT in Primary and Secondary Education. A period of 13 years was selected (2011-2023), using all Web of Science collections. The initial sample consisted of 631 documents and the final sample comprised 47 scientific articles. A bibliometric and collaborative network analysis was carried out. As results and conclusions, it should be noted that research on the topic has grown exponentially, monopolised by the United States; and the documents published reflect its multidisciplinary nature, as a wide variety of journals are registered, with the journals specialising in Education and Educational Research having a greater presence. There is collaboration between some authorships with few networks; the same is true between institutions and countries. DT has evolved into a didactic methodology to improve motivation and academic performance in Primary and Secondary Education, mostly in scientific or STEM subjects.

Validación de un Toolkit de Aprendizaje-Servicio digital para la Educación Superior

2025-03-28T23:27:01+00:00

This study begins with the design of a Toolkit or manual aimed at higher education faculty, containing a guide for the use of 16 digital tools organized into phases to standardize the application of the digital Service-Learning (SL) methodology. The objective is to digitalize the SL methodology in education, considering that since the onset of Covid-19, the educational paradigm has significantly transformed due to the intensive use of digital tools, which have helped overcome spatial and temporal barriers. One of the goals of this study is to validate the Toolkit through the two-round Delphi method, involving the participation of six qualified university faculty experts. This method ensures the instrument’s reliability by collecting both quantitative and qualitative data. The process is divided into stages to enhance comprehension and is based on expert evaluations using the questionnaire titled “The Delphi Method for Toolkit Validation.” The purpose of the Delphi method is to ensure that the outcome aligns with the objective of strengthening the instrument for use by university faculty. The results of the Delphi validation of the Toolkit reveal that, regarding the quantitative aspect, the overall results are positive, confirming the validity of the instrument. Meanwhile, the qualitative findings highlight that the Toolkit represents a highly effective tool for promoting the value of SL, community learning, and digital technologies in the university and social contexts.

Análisis sobre la efectividad de los Planes de Superación Profesional (PSP) para reducir las brechas de formación docente

2025-02-03T10:27:22+00:00

Los docentes con niveles de desempeño básico o insatisfactorio en el sistema de evaluación docente chileno tienen la oportunidad de participar en los Planes de Superación Profesional (PSP), cuyo objeto es reducir las brechas de formación detectadas mediante su participación en acciones formativas concretas. El estudio se ha desarrollado en tres comunas de la Región Metropolitana de Santiago de Chile. El objetivo principal es conocer la efectividad de estos planes a través del análisis de los factores de contexto en el que se enmarcan, la participación en las actividades que proponen y la percepción de su efectividad como política pública. Se trata de un estudio exploratorio-descriptivo de corte transversal, desarrollado en dos fases; la primera extensiva cuantitativa y la segunda intensiva cualitativa. Se aplicaron cuestionarios y entrevistas semiestructuradas respectivamente a docentes que fueron evaluados con las categorías “básico” y/o “insatisfactorio”. Nos referimos aquí a la segunda fase de la investigación. De acuerdo con los principales hallazgos se puede afirmar que los planes son efectivos en el sentido de que el profesorado cambia de categoría en las evaluaciones docentes. Sin embargo, a nivel reflexivo y de transferencia a las aulas de acuerdo con la efectividad del proceso de enseñanza aprendizaje, la percepción fue negativa, ya que se consideró que no hubo cambios positivos comprobables.

Cultivating Minds for the Digital Era: A Systematic Review of Computational and Critical Thinking

2024-11-20T07:31:20+00:00

As the Fourth Industrial Revolution unfolds, equipping learners with computational and critical thinking skills has become imperative. This article delves into the pivotal role of digital technologies and Artificial Intelligence in fostering these essential cognitive abilities. Through a systematic literature review, it explores: What issues are highlighted in the relationship between digital technologies and the development of computational and critical thinking? And how can such skills be strengthened? Employing the guidelines of PRISMA statement, a sample of 70 articles was systematically analyzed, revealing four key findings: a) collaborative and project-based learning cultivate critical thinking and problem-solving; b) computational thinking practices enhance analytical skills; c) digital literacy underpins 21st-century competencies; d) robust teacher training is crucial for technology integration. This article provides a comprehensive synthesis, offering insights for educators, policymakers, and researchers to leverage digital technologies and AI in nurturing the cognitive toolkit necessary for thriving in the digital age.

La movilidad académica de los docentes universitarios: dificultades y propuestas de mejora

2025-03-05T11:10:50+00:00

Los programas de movilidad académica suponen una alta contribución para el desarrollo profesional docente e investigador, ya que a través de ellos se adquieren conocimientos científicos-tecnológicos, culturales y lingüísticos a nivel nacional e internacional. Sin embargo, en ocasiones, el personal docente e investigador se encuentra con obstáculos o dificultades para participar en los programas de movilidad, por este motivo las instituciones universitarias han de diseñar diversas estrategias que posibiliten y aseguren la igualdad de oportunidades y la no discriminación. El objetivo de esta investigación es identificar las dificultades de tres colectivos del Personal Docente e Investigador español durante la movilidad académica y analizar las propuestas de mejora para estos programas. Los resultados muestran que las principales dificultades son económicas, de tutorización o contacto en la institución de acogida; también se identifican problemáticas referidas a las gestiones burocráticas o de conciliación familiar-laboral, consideradas éstas como las que más repercuten en la movilidad del profesorado universitario. Los participantes consideran que se deben mejorar aspectos como los plazos de resolución de las ayudas/becas, la promoción de estas y la búsqueda de un sistema que asegure la igualdad de oportunidades dentro de cada colectivo. Las conclusiones de este estudio indican que existen una serie de particularidades y condicionantes
fundamentales que se deben tener en cuenta para mejorar los programas de movilidad académica, adaptándolos a las necesidades de cada colectivo, con el fin de favorecer la movilidad en condiciones de igualdad y, de esta manera, facilitar su carrera profesional.