Although the school ICT coordinator's role has been institutionally defined by the Andalusian Education Administration (Spain), individual factors may be key in the emerging role-building process. Multidimensional scaling (MDS) of the priority given by coordinators to their different functions and a subsequent cluster analysis of the MDS solution were used to identify role orientations among ICT coordinators in primary schools of Andalucía (Spain). Three orientation clusters were identified: "support of ICT use in the classroom" (67.1%), "promote ICT use in the classroom" (17.8%) and "planning and maintenance of ICT equipment in the school" (15.1%). The interest in separating technical and pedagogical duties into two profiles and the perceived organisational support from the Teachers Centres (TCs) differed in the three role orientation types. Finally, strategies are suggested to reduce role ambiguity and role conflict in ICT coordinators. A clearer definition of the role would improve their leadership in ICT implementation in schools.use different strategies to promote their use by teachers and lead the educational change that results from the use of these technologies in schools (Hadjithoma-Garstka, 2011;Tearle, 2003). However, they perform various tasks and have to deal with many unpredictable questions from teachers, diminishing the clarity of their role.

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Purpose: To explore teachers' opinions about the design and deployment of teaching materials in class, with specific focus on the implications for professional development of self-produced resources.Design/methodology: A mixed methods research design involving the administration of a questionnaire to a sample of 864 teachers and the implementation of two case studies of nursery teachers using interviews, observations, journals and recordings. Findings:The results confirm that textbooks are widely used in Schools for Nursery & Primary Education throughout Andalusia, where they exert a significant influence on classroom practices, even where teachers seek to complement them with more innovative material.Nevertheless, teacher-made material is highly valued by practitioners not only for promoting meaningful learning but also for its role in enhancing professional development, notwithstanding the obstacles and difficulties it frequently implies.-967-Intangible Capital -https://doi.org/10.3926/ic.1062 Practical implications:The results endorse the need to provide support for teaching staff committed to the developing their own materials. Social implications:The region-wide policy of free textbooks for all schools should be reviewed in the light of the findings of the research. Originality/value:The research highlights a paradox at the heart of our educational system regarding the use of instructional materials: while the textbook represents the material of choice for the majority of teachers, these same teachers do not consider it the most appropriate for driving improvement in the teaching/learning process.

Este artículo se cuestiona cómo se enfrentan a la evaluación de los aprendizajes de sus estudiantes los docentes universitarios noveles, tratándose de una de las actividades más complejas y relevantes. Se desarrolla una investigación multicaso de naturaleza cualitativa a profesorado de distintas áreas de conocimiento de la Universidad de Huelva (España). Las técnicas de recogida de información fueron: entrevistas, grupo de discusión, cuestionarios, diario y análisis de documentos. Los resultados aluden a la diversidad de posibilidades que la evaluación formativa adquiere, enfrentándose a diferentes obstáculos y planteamientos en la implementación. No basta con una formación de naturaleza transmisiva. Finalmente, se identifican los focos de mejora para la docencia universitaria que apuntan hacia modelos de evaluación formativa. Palabras clave: evaluación de aprendizajes; evaluación del estudiante; evaluación formativa; profesorado principiante; docencia universitaria.

archivos analíticos de políticas educativas Revista académica evaluada por pares, independiente, de acceso abierto y multilingüe