ResumenSe analiza la competencia digital del alumnado del Grado de Maestro de Educación Primaria cuando cursa primer curso con el fin de diseñar un programa formativo adaptado a sus necesidades digitales. Esto se enmarca en el hecho de que los conocimientos y las habilidades de los estudiantes universitarios en la competencia digital son cruciales para un aprendizaje eficaz, motivador e inclusivo. Sin embargo, son reducidos los estudios que cuantifican el nivel de conocimientos y destrezas prácticas que realmente posee este alumnado cuando llega a los estudios superiores. El trabajo sigue una metodología descriptivaexploratoria y utiliza un cuestionario validado para analizar una muestra de 559 estudiantes, futuros docentes, de tres universidades españolas, Granada, Jaén y Oviedo. Los resultados detallan cinco dimensiones: información, comunicación, creación de contenidos, seguridad, y resolución de problemas. Se concluye que hay desconocimiento en la forma adecuada de gestionar la información; en la comunicación y seguimiento de la huella digital y carencias sobre cómo resolver nuevos problemas informáticos. Palabras clave: competencia digital; educación superior, maestro, formación inicial del profesorado AbstractThis research is carried out in 2018, and it analyses this digital competence of the Primary Education Master Degree students in the first academic year, in order to design a training program adapted to their digital needs. This study is based on the fact that college students' knowledge and skills in digital competence are important to face an effective, motivating and inclusive learning. However, there are few studies to quantify the level of knowledge and practical skills of these students in higher education. This work follows a descriptive-exploratory methodology and it uses a validated questionnaire to analyze a sample of 559 students, future teachers, from three Spanish universities, Granada, Jaén and Oviedo. The result differentiates five dimensions and levels: information, communication, content creation, security, and problem solving. It is concluded that there exists lack of knowledge about the proper way to manage information, about the communication and monitoring of the fingerprint, and deficiencies on how to solve new computer problems.

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.

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Although early childhood education is crucial for development, it is considered less important than other educational stages. For this reason, we sought to understand teachers’ perceptions about the effects of educational habits on 3–6 year old children’s learning, in addition to their engagement and level of commitment to make families assume greater responsibility over their children’s acquisition of habits. Further, differences of opinion were examined according to age, teaching experience, and years of experience at the center. The instrument consisted of twenty variables and four dimensions: working habits and effort, environmental factors and personal hygiene, healthy diets, and collaboration and cooperation. The instrument was sent out via email. Non-probability convenience sampling was performed (n = 320). The methodology used a descriptive and cross-sectional study, incorporating correlational (Pearson correlation) and inferential analyses. Statistics included one-way ANOVA, statistical power, effect size, and Scheffé’s test for multiple comparisons. Educational habits were deemed to have a positive impact, which favored studying. Effects were accentuated in relation to hard work and effort towards learning, with these outcomes being associated with other measured variables. Teachers aged between 34 and 40 years old showed greater commitment and attributed more importance to these habits. Teachers who had been at the school for longer evaluated environmental and hygiene habits more positively.

IntroducciónEs preocupación creciente en la Universidad la adaptación de los alumnos que inician sus estudios superiores a su nueva situación, sobre todo por la ansiedad e incertidumbre que evidencia ante lo nuevo, que los orientadores, la literatura especializada y la experiencia profesional del profesorado atribuyen a la tensión que genera lo desconocido y al estrés que produce afrontar situaciones sobrevenidas, de incierta resolución (Carrión-Gutiérrez, 2017;Motoca, Williams y Silverman, 2012). Tomar decisiones ante situaciones desconocidas plantea la oportunidad de abrirse a nuevos horizontes o derivar hacia el fracaso, pudiendo llegar al abandono de los estudios. "En sí misma la transición a la Universidad es un proceso complejo y multifactorial, que requiere del estudiante significativos y múltiples cambios y adaptaciones, comprendiendo un periodo aproximado de dos años" (Aguilar, 2007, p. 2).Las cifras sobre fracaso académico/abandono de estudiantes universitarios de primer año son preocupantes. La Fundación Alternativas (Peña, 2010) sitúa la tasa de España en el 30%; la CRUE en su informe: "La universidad española en cifras" lo plantea entre el 5% y el 7%, realidad que se concreta en "…cifras elevadas de abandono, escaso rendimiento académico, cambio de carrera o de universidad…" (Hernández-Armenteros y Pérez-Transición de Secundaria a la Universidad en estudiantes de los títulos de maestro de Educación Infantil y Primaria de la Universidad de Jaén Miguel Pérez Ferra, Rocío Quijano López e Inés Muñoz Galiano Universidad de Jaén RESUMEN El artículo analiza la percepción que tienen los estudiantes de los títulos de Grado de Maestro en Educación Infantil y Primaria en la Universidad de Jaén (España), sobre sus dificultades para integrarse en la nueva realidad académico-social. Mediante un estudio descriptivo-inferencial, con una muestra de 285 estudiantes, seleccionados mediante un muestreo sistemático simple sin afijación, muestra integrada por: 67 hombres (23.6%), 218 mujeres (76.0%); 140 de Educación Infantil (48.8%), 143 de Educación Primaria (49.8%); El estudio pretende conocer la percepción de los estudiantes de primer año de los títulos de grado de Educación Infantil y Primaria, sobre su tránsito de Secundaria a la Universidad. Los análisis indican que los hombres tienen más dificultad que las mujeres para acceder a los servicios del campus; quienes no residen durante el curso con la familia evidencia mayor capacidad de socialización: nuevas amistades, trabajo en equipo o interacción con los profesores. Los estudiantes de tienen más facilidad para hacer nuevas amistades, para ayudar, trabajar en grupo e interpretar la información que oferta la universidad.Palabras Clave: adaptación universitaria, enseñanza secundaria, educación superior, transición. Transition from Secondary Education to University in the students of the titles of teacher of Infantile and Primary Education of the University of JaenABSTRACT This article analyses the perception of students of the Degree in Childhood Education and Prima...

<p>El estudio responde al análisis del discurso<br />de los estudiantes de Magisterio sobre la<br />incidencia del practicum en la construc-<br />ción de su identidad profesional docente.<br />Se partió de setenta y seis estudiantes, que<br />han cursado el practicum de cuarto curso<br />en 2016-17, Educación Primaria, perte-<br />necientes a la Universidad de Jaén, selec-<br />cionando veintiuna narrativas, en función<br />de la calidad de los relatos. Se han utili-<br />zado dos metodologías complementarias:<br />el Análisis crítico del discurso y la Teoría<br />fundamentada. Las narrativas de los estu-<br />diantes evidencian un discurso en torno a<br />cuatro grandes categorías: “profesionali-<br />zación docente”, “uso de metodologías”,<br />“sentido ético” y “vocación”, ámbitos que<br />se manifiestan en un discurso diferencia-<br />do; bien en torno a un sentido racional de</p><p>concebir la enseñanza; bien desde una<br />percepción meramente humanística. En la<br />propuesta de cambio se alude a la necesi-<br />dad que tiene la Universidad de gestionar<br />lo nuevo desde la tradición.</p>

Competencies are a key factor in the professional development of teachers. Additionally, Information and Communication Technologies (ICTs) in education are becoming increasingly important due to their potential in the field of education. The combination of both makes it easier to perform a comprehensive assessment of the level of competences of students in the Teacher Degree. The design of tasks and activities in order to promote their assessment enable classroom intervention. Indeed, this paper presents how ICTs have been used in university teaching. In order to respond to the evolution of training needs, we present a valid and reliable evaluation tool for professional competencies and learning results for prospective teachers (Pre-School and Primary Education). We applied for students from the Teacher Degree in their practicum period. Indeed, different learning and assessment tasks have been designed, some related to “correct” or “incorrect” teaching practices. This implies that the students have not only to do their tasks but to identify and to differentiate what is correct in their professional development. Finally, the instrument enables the assessment of the level of professional competencies acquired by prospective teachers during their training period.