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La investigación realizada tiene por objetivo conocer, analizar y describir el proceso de adaptación de las metodologías didácticas activas ante el cambio de la docencia presencial a la docencia online, las actitudes del profesorado y sus valoraciones en torno a la experiencia vivida durante la pandemia del Covid-2019. La metodología de investigación ha sido cualitativa, realizando un estudio multicaso en cuatro grupos de estudiantes de grado y posgrado en la Universidad de Huelva. Las materias y grupos fueron seleccionados intencionalmente por estar basadas en metodologías activas, y estrategias y actividades prácticas para atender a la diversidad del alumnado, basándose así en los principios de la justicia social. El artículo plantea dilemas y alternativas de tres docentes universitarias en el desarrollo de la docencia ante la sobrevenida pandemia. Los resultados muestran valoraciones positivas por parte del profesorado, aunque se analizan también las dificultades. Destacan un aumento en su formación docente y una evolución efectiva en su desarrollo profesional, además de incrementar su labor investigadora centrada en la docencia. Las metodologías activas utilizadas presencialmente se han sustituido por otras estrategias y recursos didácticos que han permitido una docencia virtual basada en un proceso de enseñanza-aprendizaje activo y enriquecedor para todos los estudiantes.

ResumenLa investigación realizada tiene como objetivo profundizar en la aplicación del enfoque AICLE/CLIL (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras/Content and Language Integrated Learning) combinado con metodologías activas en la impartición de las asignaturas School Organization and Teaching, Curriculum Development y Teacher Practicum I y II. Hemos realizado una investigación cualitativa con estudio de caso en un grupo del grado de educación primaria de la Universidad de Huelva (España). Este fue seleccionado intencionalmente por ser la primera promoción plurilingüe. Los resultados obtenidos muestran valoraciones positivas en más del 90% de los participantes y se han identificado mejoras necesarias para el éxito de este tipo de programas. Palabras claves AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras); multilingüismo; educación superior Transferencia a la prácticaActualmente, el desarrollo de la competencia lingüística en varios idiomas es una preocupación del sistema educativo europeo en todas sus etapas. El fomento de diferentes programas de plurilingüismo por las administraciones educativas es uno de los objetivos primordiales de los gobiernos de la Unión Europea. Nuestra investigación contribuye a la mejora de prácticas docentes para la educación superior en el marco del multilingüismo, ya que analizamos las metodologías utilizadas para el desarrollo de la competencia lingüística en segunda lengua e intentamos que este análisis pueda ofrecer nuevas propuestas metodológicas para atender a la diversidad lingüística y alcanzar el objetivo marcado, entre otros organismos, por el Consejo de Europa. AbstractThe research aims to deepen the application of the CLIL / Content and Language Integrated Learning (CLIL) approach combined with active methodologies in the teaching of School Organization and Teaching, Curriculum Development and Teacher Practicum I and II. We have carried out a qualitative research based on a case study of a group of the primary education degree of the University of Huelva (Spain). This was intentionally selected as the first multilingual promotion. Results show positive evaluations in more than 90% of the participants, and improvements have been identified for the success of this type of programs.

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This work explores the relationships between principals’ motivations for entering the principalship and the difficulties they experienced during their first year as principals. Survey data were collected from a sample of 2042 Spanish principals. They answered a questionnaire assessing intrinsic and extrinsic motivations, difficulties experienced when doing instructional, informational, and administrative tasks, and other personal and contextual characteristics. The scales developed to measure motivations and difficulties displayed adequate psychometric properties. The results showed the preponderance of intrinsic motivations. Administrative mundane tasks were perceived as the most difficult ones. We also found that non-administrative instructional tasks were more difficult for those principals who were more extrinsically motivated. Some gender differences were observed in motivations and difficulties. Women placed lower value on extrinsic motivations than men. Furthermore, while the difficulty of administrative tasks in their first year as principal was placed higher by women than men, those tasks that are more relationship-oriented (i.e. informative and instructional tasks) were rated as more difficult by men than women. Although internal incentives and administrative overload characterize most of the public Spanish principals, some findings pointed to the possibility of other profiles of principals that should be investigated in further studies. Implications for the design of principalship training are also discussed.

It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

We present the validation of a questionnaire for compulsory secondary school students (seventh to tenth grade), designated “Educational learning environments for ESO pupils” (CEApA_ESO), for the purpose of evaluating learning environments. Although many instruments have been developed in this area, our work attempts to comprehensively cover some factors that most influence learning environments from the students’ perspective. Therefore, we included physical, learning, teaching and motivational elements, by adapting different already-validated scales to our intended overall approach and the Spanish context. We conducted a pilot study with 207 students from four grades (two classes per educational level). We performed descriptive and factor analyses with maximum likelihood extraction method and varimax rotation to identify factors underlying each scale. The factors extracted from each scale were used to evaluate the fit of the model, using the AMOS v.18 software for structural equation analysis, taking as reference the criteria set by Byrne (Structural equation modeling with AMOS: Basic concepts, applications, and programming, Taylor & Francis Group, 2010) and Kline (Principles and practice of structural equation modeling, The Guilford Press, 2010) (CMIN/DF between 2 and 5, CFI and IFI > 0.9, RMSEA < 0.06 and HOELTER > 200). Finally, we present the factorial validity of the complete scale and analyse the internal consistency of the scale and its subscales using Cronbach’s alpha coefficient. This instrument, with adequate psychometric properties, offers educators and researchers a valid tool for assessing the learning environments of their schools.

The purpose of this article is focused on the development of a protocol designed to facilitate the monitoring process of the official degrees of a Spanish university. In response to the criteria and guidelines established in the Royal Decree 1393/2007, this proposal seeks to make available to the focus groups a useful and flexible tool, tailored to the different existing regulations, which assesses progress in the development of the curriculum, ensures the effective implementation of the degrees, and publishes the information available, relevant and appropriate. It also helps to identify weaknesses, potential improvements and best practices for dissemination. All this, with the ultimate aim of assuring the accreditation of Official Degrees. The monitoring protocol articulates the assessment, as a Check-List, in fulfillment of an annual series of indicators set out in the Academic Quality Assurance Systems (AQAS) included in the Proceedings of Degrees. Finally, the monitoring of new degrees comes up as a result of adaptation to the requirements of the European Higher Education Area.