The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.

<p>This research has the aim of highlighting the importance of motivation in the process of learning English as a foreign language. For that purpose, some factors that affect motivation are described, using as a starting point the answers obtained from a questionnaire given to students in their fourth year of compulsory secondary education. The main conclusions of the research show the fundamental role of factors such as the teacher, the four skills, students’ interests and daily habits, among others. Finally, some guidelines for a teaching methodology are proposed with the intention of future development.</p><p>Esta investigación nace con el objetivo de resaltar la importancia de la motivación en el proceso de aprender inglés como lengua extranjera basándose en los resultados obtenidos en un cuestionario para alumnos de cuarto curso de Educación Secundaria Obligatoria. Las principales conclusiones de la investigación muestran el papel fundamental que juegan algunos de los factores que afectan a la motivación como el profesor, las cuatro destrezas, los intereses y hábitos de estudio de los alumnos, etc. En la parte final de la investigación se describe una serie de pautas para desarrollar una propuesta metodológica que tenga en cuenta los resultados de este estudio.</p>

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(1) Background: The present study analyzed the need for cognitive closure and narrative creativity in adolescents. The aim was to demonstrate a strong relationship between narrative creativity and the need for cognitive closure. We analyzed a group of participants by applying a lie scale integrated with the Need for Closure Scale to detect potential relationships between students that entered the lie scale group (discarded) and those that were not discarded by exploring the following variables: gender, school type, group condition, and narrative creativity. (2) Methods: The instruments used were the Need for Closure Scale and the Test of Creative Imagination for Young People, PIC-J. Students of English as a foreign language in the 3rd year of secondary education from two schools were selected based on their availability to participate in the project. The students were aged 14 to 16 with a non-probabilistic sampling value of N = 117. (3) Results: Results show a negative correlation between narrative creativity and the need for cognitive closure. The need for cognitive closure is mainly manifested in two of its five dimensions: order and predictability. In addition, the group analysis of the lie scale revealed a higher tendency of male students to be less likely to respond truthfully. Meanwhile, the percentage of participants in the lie scale group was higher in rural schools. (4) Conclusions: In conclusion, students who do not belong to the lie scale group seem to have more creativity than students in the lie scale group, while students in the lie scale group have a lower final course grade than students in the non lie scale group.

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El Aprendizaje-Servicio (ApS) es una metodología que combina las experiencias de aprendizaje pragmáticas e inclusivas, al tiempo que se satisfacen las necesidades de la sociedad. Si a ello se le suma una práctica de actividad física (AF) controlada y juegos socializadores a través de la metodología de Respuesta Física Total (en inglés Total Physical Response, TPR), la adquisición de una lengua extranjera podría resultar más efectiva y natural. El objetivo principal de este estudio es el análisis de la adquisición de las competencias que el ApS produce en el alumnado universitario de la asignatura de la mención de inglés, Didáctica de la Literatura Infantil y Juvenil, en el Grado de Primaria de la Facultad de Ciencias de la Educación y del Deporte de Melilla de la Universidad de Granada. A partir de las experiencias de 14 estudiantes sobre la enseñanza del inglés como Lengua Extranjera (ILE) en un programa ApS con colectivo migrante a través de TPR se observa como estas metodologías suponen un espacio pedagógico nuevo para los docentes de inglés, y a su vez, la ruptura de una enseñanza tradicional. Del mismo modo, como resultado principal se puede constatar que el ApS aplicado al proceso de enseñanza y aprendizaje de la adquisición de una lengua extranjera, con la AF como instrumento, es una metodología que propicia el desarrollo de competencias académicas, profesionales y personales del alumnado universitario de la mención de Inglés del Grado de Educación Primaria. Abstract. Service-Learning (SL) is an educative methodology that combines student’s pragmatic and inclusive learning, and benefits community. In addition, together with supervised physical activity (PA) and Total Physical Response (TPR) group games, it could make the foreign language learning more natural and effective. The main aim of this study is to analyse the effects of SL competences on university students of Primary Education specialised in English language teaching. The participants were students of the Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, and the course was Didactics of Literature for Children and Young People in a Foreign Language: English. The SL experiences of 14 students who offered services to migrants by Teaching English as a Foreign Language (TEFL) with TPR as a main tool, showed to the students a new pedagogical space and a break in traditional teaching practices. In conclusion, TPR-based SL is a useful methodology to teach English and obtain new perspective of TEFL. Moreover, PA is a tool that favours the development of academic, professional, and personal skills of university students of Primary Education specialised in English language teaching.

The study refers to collaborative writing. The main objective of this study is to show the effects of collaborative writing in the acquisition of the English language upon students of non-compulsory secondary education. The applied study is grounded on a quantitative focus of correlational character and descriptive basis, while applying a quasi-experimental design with a control group (CG) and an experimental group (EG). The results show that there is a significant relation that favors the method of collaborative writing upon the dimensions of feedback, motivation, collaboration, satisfaction, and ratings. It can be concluded that the collaborative writing method is effective if compared to the individual learning method.

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