The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.
In Primary School reading competence is a fundamental part of linguistic communication competence. And it has also been determined that its development in the early stages of education favors the academic success of students. Considering these ideas, a pilot study limited to one educational centre was carried out, a transversal cut, using a survey of closed-ended questions, on the value of the family in the development of the reading habit, investigating and showing the implications of this in the development policy of the Reading Plan and analysing whether this implication influenced the academic results of the students. This survey was administered to a sample of 51 students in the third year of Primary school. The management of the centre and the coordinators of the section were also interviewed. Once the results were obtained, the data obtained corroborated that the reading habit of the students is associated above all with school tasks and not so much with the taste or pleasure of reading in leisure time. It has also been determined that the attitude of the family has a clear influence on the development of the reading habit. And, finally, it could be verified that the academic performance of the students was related to this habit. It concludes with an emphasis on the necessary training of teachers to encourage the students' reading habits and family involvement in the Reading Plan.
RESUMENPara que una sociedad evolucionada se construya como inclusiva es imprescindible reconocer, desde la escuela, la diversidad como un aspecto positivo que enriquece los procesos de enseñanza y aprendizaje; y garantizar la igualdad de oportunidades mediante la construcción de entornos seguros, democráticos y equitativos. Para ello, es primordial asegurar actitudes positivas hacia la inclusión entre los profesores. Se presenta una investigación cuyo principal objetivo fue conocer la percepción de docentes de Educación Primaria acerca de la educación inclusiva, así como las estrategias desarrolladas con el fin de favorecerla. Se utilizó una metodología de tipo cuantitativo, no experimental y transversal. Se encuestó a un total de cincuenta y cinco docentes de cinco centros educativos de titularidad pública y concertada de la Región de Murcia (España). Los resultados obtenidos mostraron actitudes positivas hacia la educación inclusiva, si bien los docentes consideraron que su formación inicial era insuficiente para trabajar de manera efectiva la diversidad en las aulas, al igual que los recursos de los que disponen. ABSTRACTFor an evolved society to be built as inclusive, it is essential to recognize diversity from school as a positive aspect that enriches teaching and learning processes and guarantees equal opportunities through the construction of safe, democratic and equitable environments. In order to achieve this, it is essential to ensure positive attitudes towards inclusion among teachers. Aresearch is presented in which the main objective was to know the perception of Primary Education teachers regardinginclusive education, as well as the strategies developed in order to favor it. A quantitative, non-experimental and transverse/cross-sectional methodology was used. A total of fifty-five teachers from five publicly-owned and subsidized schools in the Region of Murcia (Spain) were surveyed. The results demonstrated positive attitudes towards inclusive education, although teachers considered that their initial training was insufficient to effectively work with diversity in the classroom, as well as the resources available to them. RESUMO Para que uma sociedade evoluída se construa como inclusiva, é imprescindível reconhecer, desde a escola, a diversidade como um aspecto positivo que enriquece os processos de ensino e aprendizagem, assegurando, assim, a igualdade de oportunidades através da construção de ambientes seguros, democráticos e equitativos. Para isso, é essencial garantir, entre os professores, atitudes positivas em relação à inclusão. Essa pesquisa tem como objetivo conhecer a percepção dos professores do ensino fundamental sobre a educação inclusiva, assim como as estratégias desenvolvidas para favorecê-la. Foi utilizada uma metodologia de tipo quantitativa, não experimental e transversal. Cinquenta e cinco professores de cinco instituições educativas públicas da região de Murcia (Espanha) foram entrevistados. Os resultados obtidos mostraram atitudes positivas em relação à educação inclusiva, emb...
<p>El estudio explora los motivos que lle-<br />varon en el pasado a los alumnos 3 a una<br />trayectoria que culminó en el abandono<br />escolar temprano. Partiendo de este ob-<br />jetivo general, la investigación realizada<br />tiene carácter exploratorio y heurístico,<br />adoptando una metodología cualitativa<br />conducente a obtener conocimiento liga-<br />do a la experiencia, significado y contexto<br />de los sujetos protagonistas. Para ello, y</p><p>en el marco de un estudio de caso, se ha<br />recurrido a entrevistas semiestructuradas<br />en profundidad con el alumnado joven<br />perteneciente a la Escuela de la Construc-<br />ción en Ceuta, que oferta itinerarios for-<br />mativos para la inserción socio-laboral de<br />personas en situación o riesgo de exclu-<br />sión social. El procedimiento ha permitido<br />recoger información sobre la trayectoria<br />de los alumnos hasta acceder al centro.<br />Los relatos han sido sometidos a un aná-<br />lisis narrativo, adoptando los resultados<br />el formato de biogramas con categorías<br />referidas a periodos vitales que permitie-<br />ran dar cabida a singularidades asociadas<br />a cada situación personal. Los resultados<br />obtenidos indican que la reanudación de<br />la trayectoria formativa no sólo depende<br />de la propia formación sino también de la<br />trayectoria previa de los sujetos. Existen<br />razones que, desde los centros, empujan<br />a los alumnos a abandonar su educación<br />y, desde fuera de ellos, a sacarles de la<br />educación, teniendo asimismo ambos ti-<br />pos de razones incidencia en la posterior<br />decisión de reanudar su formación.</p>
Mónica Vallejo Ruí z monicavr@um.es Universidad de Murcia. Españ a ResumenTanto el uso apropiado de metodologí as activas en los procesos de enseñanza como el incremento de la participación y responsabilidad compartida del alumnado de su propio aprendizaje siguen siendo retos del sistema educativo. Para avanzar en este último sentido, crear espacios verdaderamente cooperativos de aprendizaje es un factor estraté gico clave. Este trabajo pretende contribuir al conocimiento de la influencia de criterios, normas y funcionamiento de los agrupamientos en el aprendizaje cooperativo en Educación Superior. Especí ficamente, la finalidad del presente estudio es conocer las valoraciones de los estudiantes sobre la organización y el funcionamiento de los grupos de trabajo má s idóneos para alcanzar un aprendizaje realmente cooperativo. El estudio se ha focalizado en asignaturas en las que se ha empleado la estrategia metodológica Aprendizaje Basado en Problemas -ABP, en adelante-en dos universidades de la Región de Murcia. Se ha aplicado la escala ACOES a 75 estudiantes de primer curso del grado de Educación Infantil de la Universidad de Murcia y de ISEN, Centro Universitario. Los resultados muestran una correspondencia entre las valoraciones de los estudiantes sobre el funcionamiento de los agrupamientos y las condiciones que en la literatura se han planteado como idóneas para que se desarrolle un aprendizaje cooperativo auté ntico. Entre esas valoraciones se destaca la necesidad de que se expliciten normas en el grupo, que las agrupaciones sean realizadas a criterio de los estudiantes y que el trabajo cooperativo esté altamente estructurado y controlado por el docente.Palabras clave: aprendizaje cooperativo; agrupamientos; competencias; educación superior; colaboración. AbstractBoth the appropriate use of active methodologies in teaching processes and the increased participation and shared responsibility of students for their own learning remain challenges of the education system. To make progress in this last sense, creating truly cooperative learning spaces is a key strategic factor. This paper aims to contribute to the knowledge of the influence of criteria, norms and functioning of groupings in cooperative learning in Higher Education. Specifically, the purpose of the present study is to know the students' evaluations about the organization and functioning of the working groups best suited to achieve truly cooperative learning. The study has focused on subjects in which the methodological strategy based on Problem-Based Learning (ABP) has been used in two universities in the Region of Murcia. The ACOES scale has been applied to 75 first-year undergraduate students at the University of Murcia and ISEN. The results indicate a correlation between the students' assessments of the functioning of the groupings and the conditions that in the literature have been considered as suitable for the development of authentic cooperative learning. Among these assessments is the need for rules to be made explicit in the group, for gr...
<p>Este trabajo tiene como finalidad analizar la formación de un grupo estudiantes de Pedagogía valorando, específicamente, la profundidad del aprendizaje desarrollado a lo largo de su formación universitaria. Este estudio se ha abordado desde un diseño de estudio de caso utilizando un método no experimental descriptivo, en el que se ha aplicado un cuestionario diseñado ad hoc que recoge el conocimiento del alumnado a partir de la resolución de varias situaciones problemáticas propias de su ámbito profesional. Al tratarse de un caso concreto, se ha aplicado a los 47 estudiantes de Pedagogía de la Universidad de Murcia que se encontraban en el último curso. Los resultados muestran que un mayor número de estudiantes ha desarrollado un aprendizaje superficial, evidenciándose cotas de comprensión bajas y la resolución simple de problemas; pudiendo dilucidar, por tanto, que tienen dificultades para argumentar sus respuestas y para resolver problemas relevantes de su ámbito profesional.</p>
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