Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

Abstract

The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

Level of Digital Teaching Competence on the Verge of the Post Pandemic

“…Students positively rated this competency as they did with teachers and peers [21]. Therefore, the competence of professional training is based on the mastery of the basic knowledge of the subject, education and information technology where the teacher has to be a specialist and not try a course, which is why teaching has to be done by specialists in their field, have a good education and know about ICT for their perfect development.…”

“…The need to continue with virtual education and learning because of Covid-19 and an uncertain future of hybrid education post Covid-19 will result in many teachers having the right level of digital competencies and soft skills because of the influence on their progress in different countries (Peru, Panama, El Salvador, Argentina, Ecuador, Paraguay, Bolivia and Honduras) despite having a low level of digital competence in each country [17], one of the digital effects were the portfolios that supported the development of learning and evaluation of the educational community, whose results show the appropriate use of OneDrive [18], as well as the use of technological equipment for the development of teaching-learning in university students that had a great importance in these times of Covid-19 [19], accompanied by the use of learning management systems whose exponential growth was at the university level worldwide, as they offer many varieties of spaces and virtual environments for collaborative work, being cell phones the most used to access these platforms [20], even professional practices were affected until the implementation of the learning management system, where very important aspects such as collaborative work, reflection and communication were developed [21].…”

Pedagogical Patterns for tMOOC as a Social Technology of Relationship

“…For the first, blind pair assessment is used, and for the second, report-based triangulation. For Corujo-Vélez et al, the triangulation of data allows for contrasting and comparing, in this case, three analytical reports [54].…”

Desarrollando competencias digitales y emprendedoras en Pedagogía. Grado de aceptación de una propuesta formativa

“…"Tiene una idea de negocio, la pone en marcha, asume los retos, hace una inversión de capital -propio o préstamo-, con el fin de obtener una ganancia y, en algunos casos, Ante esto aparece un nuevo perfil profesional, que hace que el individuo "se adapte a las nuevas prácticas de flexibilidad, iniciativa, creatividad e innovación que requiere el mercado" (Comisión Europea, 2020:520). Es por este hecho, que se considera necesario que las personas desarrollen competencias emprendedoras, lo que reducirá el impacto negativo de los cambios y ayudará a desarrollar una sociedad con mejores oportunidades para todos (Scott-Kemmis, 2017;Corujo-Vélez et al, 2021;Cabero-Almenara et al, 2022).…”