The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.
Este estudio analiza la percepción de los profesores respecto al desarrollo de competencias a partir de proyectos de el aprendizaje de servicio (ApS). ApS es una metodología activa en la que se combina aprendizaje académico y formación para la ciudadanía y la responsabilidad social. A pesar de que el enfoque de los proyectos suele estar en el aprendizaje de los alumnos, las experiencias en ApS permiten una construcción global y holística del conocimiento. Esta investigación, fundamentada en un paradigma mixto, ha aplicado un cuestionario semi-estructurado a 34 profesores de España, Portugal y diferentes países de América Latina que han participado en proyectos de ApS. Los resultados evidencian una percepción positiva de los docentes respecto a la adquisición de competencias relacionadas con el ApS. Sin embargo, el estudio advierte de la necesidad de formación específica para esta metodología en concreto.
A língua de herança é um legado linguístico e cultural levado pelos emigrantes a outro país. A emigração brasileira se consolidou na década de 1980; por esta razão, o Português como Língua de Herança (PLH) ainda é um fenômeno recente. Este artigo apresenta um levantamento atual do movimento de PLH no mundo e o trabalho da Associação de Pais de Brasileirinhos na Catalunha (APBC), fundada em 2009, que visa transmitir a língua e a cultura brasileira por meio de aulas de português e atividades sociais na cidade de Barcelona, Espanha. RESUMEN La lengua de herencia es un legado lingüístico y cultural llevado por los emigrantes a otro pais. La emigración brasileña se ha consolidado en la década de 1980; por esta razón, el Portugués como Lengua de Herencia (PLH) todavía es un fenómeno reciente. Este artículo presenta un panorama actual del movimiento de PLH en el mundo y el trabajo de la Associação de Pais de Brasileirinhos na Catalunha (APBC), fundada en 2009 con el objetivo de transmitir la lengua y la cultura brasileña por medio de clases de portugués y actividades sociales en la ciudad de Barcelona, España.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.