Profesorado, Revista de Currículum y Formación del Profesorado

Las Destrezas de pensamiento de docentes en formación: Análisis comparativo con alumnado de primaria

María-Antonia Manassero-Mas — 2025-03-25

The so-called 21st century competencies, which invariably include critical thinking (CT), pose a global and growing demand on education and teacher training. However, research on the teaching and evaluation of CT in elementary education and among teachers is scarce, so this study aims to contribute to alleviating this shortage by facing the objective of diagnosing the thinking skills of a sample of in-training elementary teachers. The methodology of the study is empirical and quantitative, since it applies a CT evaluation instrument, which evaluates six CT skills (prediction, confirmation, classification, problem solving, decision making and logical reasoning), to two samples of elementary in-training teachers and students. The results present the structure of the scores achieved by teachers along the different CT skills, show that female teachers’ mastery of CT skills is better than the mastery of their male counterparts, and describe the relatively small differences in skill mastery between teachers and a sample of elementary school students, when larger differences would be expected due to teachers deeper training and higher age. Finally, some consequences and implications of these results are discussed, especially for elementary education and teacher training, which recommend the significant incorporation of PC skills education.

Leadership in collaborative networks for educatoinal success and social inclusion

Sergio Garay Oñate — 2025-03-25

Educational Systems present the need to articulate ways of organizing collaboration between institutions, organizations, families and students to fight against social exclusion. In the Spanish context, there have been experiences of socio-educational networks since 2000 with a community perspective. The literature points to the need to generate learning environments connected to social reality, the school-community relationship to improve educational opportunities. The objective of this study is to investigate the conditions of network leadership using a qualitative approach. The results point to important transformations in the lives of young people and families, closely related to the networking of professionals. Conditions of possibility and limitation in networked socio-educational action related to time, resources and leadership have also been identified. Finally, some leadership qualities have been identified that are considered keys to success: horizontality in relationships, the search for the common good and its distribution in co-leadership systems. However, the fragility and uncertainty of the structures studied suggest the need to strengthen leadership and improve governance to offer conditions of stability and allow the empowerment of actors at the local level.

Controversial heritages and relevant socio-environmental issues: What concerns future teachers?

Sergio Sampedro-Martín — 2025-03-25

This study is based on the theoretical premises established in the EPITEC2 research project within the framework of heritage education. In accordance with the educational potential of controversial heritages, arising from the treatment of controversial issues in the teaching and learning of heritage, the aim was to delimit and compare the socio-environmental and heritage issues involved in initial teacher training in the university contexts of Huelva and Santiago de Compostela. The participants are students and teachers of Social Sciences Didactics of the Degree in Primary Education. A mixed approach was applied: questionnaire (196) and discussion groups (24). The information was analysed quantitatively with SPSS software and qualitatively with ATLAS.ti software, following the criteria of a system of categories that allowed us to classify the relevant socio-environmental problems and the controversial heritages that were addressed in the answers to the questions asked in both instruments. The data reveal that the students have a traditional conception of heritage, recognise its controversial dimension, and are mostly concerned about the gender-based violence and animal abuse that coexist in some heritage sites. It has also been possible to identify that both this group and the Social Sciences Didactics trainers, who work on socio-environmental problems and heritage conflicts in the classroom, are mostly concerned about gender violence, inequalities and historical memory at a local level. In conclusion, the study provides a new subcategory of analysis of controversial heritage, based on the vision and positioning that any subject can display in the face of these elements.

BREAKOUT: SUSTAINABLE DEVELOPMENT GOALS IN TEACHER TRAINING THROUGH ESPAPE ROOMS

Elena Carrión Candel — 2025-03-25

The United Nation’s Sustainable Development Goals (SDGs) are obligatory curricular content in primary and secondary education in many countries including Spain (LOMLOE, 2020). The main objectives of this study are to analyse student teacher perception towards the use of escape rooms and its effectiveness for the learning of the SDGs through GBL in an online university context. The intervention consisted of a two-phase practical session using GBL and online escape rooms with preservice teachers (N = 150) in the Master of Secondary Education in an e-learning university context. Participants subsequently answered a validated ad hoc questionnaire to determine perceptions towards their learning experience. Results of the quantitative analysis show very positive perception and satisfaction towards the use of GBL and online escape rooms in all areas and recommend its application in other subjects. Contrary to expectations, there are statistically significant differences with medium effect size according to gender. Women consistently gave higher scores across all items, reporting significantly greater satisfaction, interest, and engagement in GBL and its effectiveness for learning the SDGs. Findings furthermore suggest that GBL may be particularly useful in subjects with high levels of abstract content of which students have little previous knowledge.

FLIPPED CLASSROOM AS INNOVATION: PERCEPTION AND SATISFACTION IN MATHEMATICS

Franmis José Rodríguez-Jiménez — 2025-03-25

In the digital contemporaneity and the knowledge society, educational institutions at all levels are facing significant challenges that demand a critical evaluation of their approaches and the promotion of innovative experiences leveraging Information and Communication Technologies (ICT) to enhance teaching and learning processes. In this context, the aim was to assess the perception and satisfaction with the flipped classroom model in mathematics. This methodology allows accessing content at home through technology, fostering active participation in class. A mixed-method approach was employed, with an action research design for intervention and a descriptive study for evaluation, involving a sample of 57 students and 2 teachers. Results revealed a positive perception and high satisfaction among both teachers and students, aligning with previous research. Audiovisual resources, especially videos, were deemed essential. Conclusions indicate positive impacts on motivation, autonomy, collaboration, and academic performance, with quantitative data showing satisfaction levels exceeding 80% and a favorable perception regarding performance, confirming the hypothesis with a significance level of 5%.

Sexuality training. A factor associated with the prevention of LGTBI violence among baccalaureate students

Antonio Daniel García-Rojas — 2025-03-25

Violence against LGTBI students in the school environment is a problem that breaches the right to education, contributing to school and social exclusion. The study aims to determine how training in sexuality influences the appearance of different forms of violence towards this group, from the perspective of the role of spectator, aggressor and defender in the presence of violence and victim. The study population consisted of 624 baccalaureate students from 10 secondary schools in Huelva province. The methodology followed was of a quantitative nature, with a descriptive approach, using the survey method through the application of two scales. To determine which variables could be predictors of the different forms of violence towards these students, a classification model was obtained through decision trees applying the CHAID method. Parametric tests were also applied to check for significant differences between variables. The outcomes reveal manifestations of violence towards the LGTBI collective among baccalaureate students, with the role of spectator being the one that reached the highest percentage. Likewise, it was detected that training is a variable that conditions the appearance of violence or harassment and which influences attitudes towards the group, with women having the highest scores. It is necessary to create times and spaces in schools to work on these issues, using appropriate references that help to make this reality visible and share it.

ELEMENTOS DE INVESTIGACIÓN EN ASIGNATURAS PARA CURSOS DE FORMACIÓN DOCENTE EN BRASIL Y PORTUGAL

Andréia de Freitas Zompero — 2025-03-25

Este estudio tuvo como objetivo identificar, en las materias de cursos del área de formación docente de Educación Básica, aspectos relacionados con la investigación científica para la formación de estudiantes de pregrado. Se trata de un estudio cualitativo y documental. Los documentos analizados fueron las matrices curriculares de las carreras de Licenciatura en Ciencias Naturales de la Universidad Federal de Integración Latinoamericana - UNILA - Brasil y la formación de profesores de Educación Básica de la Universidad de Trás-os-Montes y Alto Douro - UTAD - Portugal. En la UNILA se analizaron 44 disciplinas y en la UTAD 45. En ambas se identificaron 7 disciplinas con aspectos relacionados con la investigación científica. A partir de los registros seleccionados en cada disciplina, fue posible establecer 3 categorías relativas a elementos relacionados con la producción de conocimiento, la comprensión de la construcción del conocimiento científico y las habilidades y competencias investigativas. Se observó que en la UTAD predominan elementos relacionados con la producción de conocimiento y en la UNILA con habilidades y competencias investigativas.

Motivation, Creative Self-Efficacy, and Life Satisfaction: Predictors of the Digital Competence of Pedagogy Students

Estibaliz Cepa-Rodríguez — 2025-03-25

The constant evolution of Information and Communication Technologies (ICT) has transformed the way of living and interacting in different spheres of society, including education, making the development of Digital Competence (DC) a priority objective of various international organizations and education laws. This study aims to know the perception of Pedagogy students of the University of the Basque Country (UPV/EHU) about their level of DC and to identify its predictors. We worked with a sample of 150 university students who completed an online questionnaire designed ad hoc. The results indicate that Pedagogy students have a medium-low CD level; they excel in basic digital activities and show deficiencies in tasks that require more critical and creative knowledge; also, differences are observed according to the academic year, with a notable increase in scores from the second to the third year. In addition, it is confirmed that motivation, creative self-efficacy and life satisfaction are predictors of DC. After analyzing the results, we conclude that it is necessary to continue working on the acquisition and development of digital skills among education students and, in turn, to reformulate teaching and training plans to include specific tasks aimed at this end. These tasks should be proposed by courses, in an interrelated and personalized manner, and consider the impact of different psycho-emotional variables.

Tecno-imaginarios de la Inteligencia Artificial sobre la identidad docente: un estudio exploratorio

Laura Fontán de Bedout — 2025-03-25

En un contexto en el que las tecnologías digitales basadas en Inteligencia Artificial generativa (IAg) han irrumpido en el ámbito educativo, reconfigurando finalidades, procesos y agentes, este estudio exploratorio examina los tecno-imaginarios pedagógicos que estas tecnologías reflejan sobre la identidad docente. A través del análisis deductivo-inductivo de las entrevistas semiestructuradas realizada a las principales plataformas de generación de textos basadas en IAg (ChatGPT, Google Bard, Google Gemini, Perplexity y Claude.ai), se investiga cómo estos sistemas conceptualizan y reflejan las funciones, características, competencias, necesidades formativas e impacto social de los docentes. Los resultados indican que estos tecno-imaginarios atribuyen a los docentes un papel crucial en la formación integral de los estudiantes y priorizan sus competencias personales y sociales, así como su vocación; minimizando la importancia de los conocimientos teóricos y el dominio de las materias básicas en su formación y práctica docente. El acuerdo de las diferentes IAg lleva a plantear interrogantes sobre el impacto de estas representaciones en la comprensión social y el desarrollo real de la identidad docente, a destacar la necesidad de abordar sus limitaciones y a cuestionar los estereotipos que reproducen. Cuestiones, que, en medio de la creciente digitalización de la educación, olvidan la razón no instrumental y la visión humanizada de las relaciones educativas.

School and University working together: MECOI as a resource for citizenship education

Laura Carmona-Ruiz — 2025-03-25

Early Childhood Education requires didactic proposals that promote children´s participation as citizens, proposals that are not limited to the classroom and that involve a continuous process of training and renewal for teachers. The objective of this research is to know the perceptions of early childhood education teachers about the educational and didactic resource MECOI, oriented to the development of citizenship competence in childhood and created by and for children. The work is farmed in a qualitative research, which is based on the case study, focusing on the continuing training course "Walks through Cordoba to Know the Heritage with Children's Eyes (MECOI)". In-depth interviews, carried out with teachers participating in the course, and the discourse analysis technique were used to collect and analyze the data. The data reveal that: a) early childhood education teachers show interest and predisposition towards heritage teaching in the early educational stages, while demanding training and support; b) the application and use of MECOI in early childhood classrooms contributes to the development of citizenship competence in early childhood students; c) teachers positively value actions and materials that help their professional development. From this research, it is concluded that heritage should be a key aspect in teacher training and practice, as it contributes not only to their professional development, but also to the achievement of a citizen´s childhood.

Aprendizaje adaptativo del inglés como lengua extranjera con herramientas de inteligencia artificial: una revisión sistemática de la literatura

Roxana Rebolledo — 2025-03-25

This systematic literature review explores the potential of artificial intelligence (AI) tools in teaching and learning English as a foreign language (TLEFL). Between 2019 and 2023, 95 studies were identified using the PRISMA method, and 22 were selected for further analysis. The studies addressed primary pedagogical uses, didactic strategies, and linguistic skills.

The findings demonstrate that AI tools enable personalised teaching, developing specific language skills, adaptive assessment and feedback, and promoting authentic interactions. Effective didactic strategies encompass the design of experiential activities and the implementation of blended learning approaches. However, the review also highlights challenges, including terminological ambiguity, ethical considerations, and the necessity for comprehensive teacher training. In conclusion, while AI possesses significant potential to enhance TLEFL, further research is essential to establish effective didactic strategies and best practices, ensuring the optimal utilisation of these technologies within the classroom setting.

Panorama curricular de la alfabetización temprana en estadística y probabilidad

Israel García-Alonso — 2025-03-25

We analyze how early literacy in statistics and probability (6-8 years old) is promoted in Ibero-America. To this end, an instrument with specific indicators on the teaching of statistics and probability has been developed and validated. Based on the content analysis of current curricular guidelines accessible online, the following data were obtained: a) of the 15 Ibero-American countries with accessible curricula, two do not include the teaching of statistics and probability; b) the teaching of statistics is addressed in 13 countries and the teaching of probability in eight; c) only two curricula address the four components of the statistical investigation cycle; and d) most of them offer an approach to probability aimed at the quantification of chance, without addressing other fundamental ideas such as the independence of events. It is concluded that, in general, the curricula show the content in an atomized and disconnected way and do not incorporate the main strategies provided by research to promote early literacy in statistics and probability.

Prácticas docentes inclusivas en Educación Primaria: un análisis desde voces polifónicas

Inmaculada Orozco — 2025-03-25

Este artículo explora las prácticas docentes inclusivas de una maestra de Educación Primaria. La investigación se basó en la metodología biográfica-narrativa. A través de su historia de vida polifónica se analizaron estas prácticas junto a la protagonista y otros catorce informantes claves de su entorno familiar, educativo y social (familiares, estudiantes, colegas de la escuela, miembros del equipo directivo y amistades). Las narrativas polifónicas se construyeron a través de técnicas variadas que fueron co-diseñadas y pactadas con la propia protagonista, así como con el resto de los participantes del estudio (entrevistas biográficas, línea de vida, entrevistas grupales, foto-voz, autoinforme, “un día en la vida de Elena”, “Mensaje en una botella”, etc.). El análisis de los datos fue estructural mediante un sistema de categorías y códigos inductivo. Los resultados revelaron siete ideas que definieron las acciones inclusivas de esta docente: accesibilidad en el proceso de enseñanza-aprendizaje, metodologías, recursos, espacios, relaciones con estudiantes, familias y otros profesionales; evaluación y autoevaluación de la práctica. Las conclusiones muestran que estas prácticas se pueden aprender y pueden ser valiosas para que otros docentes aborden los procesos de enseñanza y aprendizaje desde un enfoque inclusivo.

Evaluación de una campaña sobre consumo responsable de dispositivos electrónicos en educación superior

Ignacio García Ferrandis — 2025-03-25

El objetivo de esta investigación es realizar un análisis acerca de la evolución de los conocimientos y el desarrollo de actitudes y conductas vinculadas al consumo responsable de la tecnología digital del alumnado del Grado en Ciencias Ambientales de la Universitat de València tras su participación en una propuesta didáctica basada en la metodología de Aprendizaje Basado en Proyectos y Aprendizaje-Servicio consistente en el diseño de una Campaña de Educación Ambiental para el consumo responsable de dispositivos electrónicos. Para ello, se elaboró un cuestionario, como herramienta de investigación cuantitativa, distribuido al alumnado de la asignatura Interpretación y Educación Ambiental durante los cursos 2022-23 y 2023-24 antes y después de su participación en el proyecto. Los resultados revelan una evolución significativa en cuanto al conocimiento del alumnado sobre los problemas ambientales (naturales y sociales) asociados a los dispositivos electrónicos, así como en cuanto a la valoración de su consumo, poniendo de manifiesto un incremento de la conciencia ambiental con relación a la importancia de reducir el consumo indiscriminado de estos dispositivos, así como de reciclarlos. El estudio concluye que la elaboración de una campaña de sensibilización ambiental es una metodología adecuada para contribuir a mejorar la implicación del alumnado en las medidas que es necesario adoptar para favorecer y avanzar hacia un consumo responsable de la tecnología digital.

Student involvement in environmental sustainability projects involving educational technologies as a factor in improving climate change awareness.

Julia Gracia Ordóñez — 2025-03-25

Se han llevado a cabo numerosas investigaciones para determinar qué intervenciones son más eficaces para aumentar el nivel de concienciación del alumnado de secundaria sobre el cambio climático, como posible respuesta a retos actuales y futuros relacionados con el clima. Este estudio analiza el impacto de un proyecto sobre cambio climático en el que se desarrollaron movilidades virtuales y presenciales y en el que participaron 447 alumnos y alumnas de secundaria de Italia y España. Se utilizó un cuestionario en línea validado al inicio y al final del proyecto para determinar: (1) el nivel inicial de concienciación sobre el cambio climático del alumnado participante en el estudio, (2) el impacto de las actividades virtuales y presenciales del proyecto en esta concienciación y (3) si la implicación del alumnado en el proyecto fue un indicador de mayores niveles de concienciación sobre el cambio climático. En primer lugar, los resultados sugieren que el nivel inicial de concienciación sobre el cambio climático del alumnado participante era elevado; en segundo lugar, la implementación de actividades virtuales y presenciales mostraron cambios significativos en el alumnado activamente implicado; en tercer lugar, los resultados revelaron que el alumnado con una mayor implicación en el proyecto mostró mayor capacidad para influir en la concienciación sobre el cambio climático de los demás y un comportamiento más respetuoso con el clima. Entre las recomendaciones orientadas a la mejora de la educación sobre cambio climático se incluye ofertar formación específica al profesorado y favorecer más oportunidades al alumnado en la toma de decisiones.