It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student’s initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned—one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience.

The university education process has changed, involving new roles for the student body and the teaching staff. While teachers train for these new functions, it is not the case for students who are neither prepared for group work nor to construct their learning strategy. Coaching can be an essential success factor here. Having been applied in other educational areas, such as educational coaching, and in other non-educational ones, such as sports or business coaching, this original work proposes to evaluate the effectiveness of a university coaching programme in academic performance. Therefore, the aim is to measure the impact of an independent variable, a hybrid coaching programme, on a dependent variable, university academic performance. Trainee teachers in the Melilla Campus of the University of Granada in Spain participated in this coaching programme. The research followed a quasi-experimental design with experimental and control groups (n = 70 students, and n = 69 students, respectively) with repeated initial and final evaluation measurements (pre-treatment and post-treatment). The professor and the students conducted academic performance evaluations. The performance of the experimental group was increased compared to that of the control one, considering significant differences concerning the starting point both in the average marks provided by the professor for the practices and in those of the students. Other works about coaching have highlighted its advantages, although they are not exclusively focused on the academic area like this study. This study has limitations and needs further research. However, it concludes that the coaching applied to trainee teachers enhances their performance in practical group tasks.

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Este artículo expone un estudio comparado en perspectiva metodológico-didáctica, realizado a partir de una investigación sobre programas de enseñanza de idiomas para sordos, publicados en España y Francia, entre los siglos xvii y xx. Con ese fin, se presenta el marco teórico de referencia del objeto de estudio; se muestran el diseño de la investigación y los resultados; y se explicitan las conclusiones, que ponen de relieve las relaciones entre las metodologías didácticas aplicadas a la enseñanza de idiomas y las utilizadas en los casos seleccionados. Se orienta, además, hacia actuaciones investigadoras en didáctica de la lengua para sordos. Palabras clave: sordos, metodología didáctica, idiomas, programas. The Didactic Methodology of Language Teaching in the Syllabi for Deaf Students. A Contrastive Study in Spain and France (xVII-xx)

From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning, (b) multiple intelligences and learning styles, and (c) language learning. The results indicate the prevalence of neuromyths related to general concepts, which determine the learning comprehension. This corroborates the findings of research studies in other contexts. Although the participants do not show a prevalence of neuromyths regarding foreign language learning, presumably due to their experiences in multilingual contexts, which constitutes the main contribution of this study.