In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students' digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence.

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This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

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El uso de los peces y la relación con los ecosistemas acuáticos ha sido una constante en la historia del país, pero solo hasta la década de 1970 se vio la necesidad de llevar registro de las capturas y regular su uso para su conservación. Análisis de las categorías de amenaza de los peces de la cuenca indican que el Magdalena presenta el mayor número de especies amenazadas del país, siendo una de las más amenazadas de todos los Andes tropicales, con esfuerzos insuficientes por manejar sus especies o por conservarlas. Así, las medidas se han basado en el enfoque clásico de manejo de pesquerías monoespecíficas de zonas templadas, centrándose en las especies comerciales de consumo, y más recientemente ha incluido especies ornamentales y algunas medidas para los ecosistemas acuáticos, con un enfoque jerárquico que no incluye a los pescadores en la formulación de las medidas, y con falencias en el seguimiento y en la evaluación de sus objetivos. Se evidenció que las medidas cubren solo un cuarto de las especies de la cuenca y que es necesariocambiar al manejo de las pesquerías multiespecíficas tropicales, requiriéndose una estrategia a nivel nacional, de largo plazo, que integre y articule las diferentes medidas, instrumentos y órganos de manejo, ordenamiento e implementación de acciones para la conservación de la cuenca y sus recursos acuáticos. Todo esto debe estar enmarcado en una visión socioecosistémica incluyente y participativa de protección de los ecosistemas acuáticos, con soluciones basadas en la naturaleza a escala de cuenca.

Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students’ attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher’s pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning.

Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative study was to examine the experiences of young people in Spain who are diagnosed with ADHD through student voice research. Using semi-structured interviews, we found that while the participants tended to reproduce the conventional psychiatric discourse on ADHD, they also produced their own explanation of ADHD and of the effects of being labelled with ADHD on their lives in school. Our results highlight both the school’s role in advocating for a diagnosis of ADHD and the lack of an adequate instructional response for students once they have been diagnosed.

Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology.