The Formative Research of Ecuadorian University Teaching Staff

Mendoza, Derling

doi:10.2139/ssrn.3639465

Cited by 3 publications

(5 citation statements)

References 2 publications

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“…For example, both groups of teachers may recognise the importance of STEML education, but it was also found that teachers from different contexts face similar challenges. These challenges are insufficient support (Thibaut et al, 2018b), limited teaching resources (Li et al, 2020) and lack of training (Mendoza et al, 2019). For example, Kelley et al (2020) noted that, in the United States, teachers could potentially limit their students' exposure to the totality of STEML knowledge by limiting themselves owing to their own loss of teaching skills.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' attitudes towards STEML education are influenced by personal characteristics and teachers' experiences (Terzi & Kirilmazkaya, 2020). For example, some studies report no significant differences in teachers' attitudes based on gender and age (Vennix et al, 2018) STEML education than undergraduate teachers (Mendoza et al, 2019;Thibaut et al, 2018). Teachers with a bachelor's degree were more confident in their science and technology education than their counterparts without a bachelor's degree.…”

Section: Personal Characteristicsmentioning

confidence: 99%

“…Despite the lack of consensus among researchers regarding the factors that influence teachers' attitudes, several factors have been identified (Wiebe et al, 2018). Some researchers emphasise the role of teachers' professional development and training programmes in shaping attitudes (Mendoza et al, 2019;Kaleva et al, 2019), others maintain that teachers' attitudes are based on personal characteristics and teacher education experiences (Shojaee et al, 2019).…”

Section: Factors Affecting Teachers' Attitudes Towards Steml Educationmentioning

confidence: 99%

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Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

Velazco

Hinostroza

Moreno

et al. 2022

IJLTER

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Ecuadorian teachers lack experience in the process of teaching and learning science, technology, engineering and mathematics online (STEML). These limitations are evident in the low grades of students in the general unified baccalaureate (GUB) and in the low application of STEM majors in Ecuador. The study aims to describe, elucidate and understand the attitudes of Ecuadorian teachers towards STEM education in GUB using a multi-method or mixed-method approach study. The design was the DEXPLIS sequential explanatory type. The questionnaire was administered to 194 participants and ten teachers who responded to a semi-structured interview. The sampling technique was non-probabilistic participatory sampling. The student's t-test and ANOVA analysis were used for quantitative data analysis and the triangulation technique for qualitative data. Results showed the lack of materials and technological support hinders online activities. Significant differences were found in the attitudes between the teaching staff of public and private institutions and between the different levels of the GUB. Statistical analyses showed that administrative support, professional support, STEML training, teaching and learning time positively influenced the attitudes of STEML teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Personal Characteristicsmentioning

confidence: 99%

Section: Factors Affecting Teachers' Attitudes Towards Steml Educationmentioning

confidence: 99%

See 1 more Smart Citation

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

Velazco

Hinostroza

Moreno

et al. 2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…For the collection of data in the quantitative phase, a statistical monitoring was used in social networks, through the Pandora Network Traffic Analyzer system (current version). Monitoring systems are very useful tools not only to repair problems in a short time, but also to prevent failures, detect threats, and make correct decisions regarding the dissemination of information on the network; according to Ledesma & Coya (2012) and Mendoza, Abrigo, Romero, Cueva & Cejas, (2019). Based on the information obtained, a series of questions were designed in semi-structured interviews.…”

Section: Methodmentioning

confidence: 99%

The Solitary and Hatred within Social Media

Mendoza

2020

SSRN Journal

Self Cite

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“…La formación de docentes en investigación ha despertado un gran interés por su importancia que tiene en la mejora de la práctica pedagógica ( Mendoza et al, 2020). En esa línea, la Dirección de Formación Inicial Docente del Ministerio de Educación del Perú (DIFOID, 2019), propone articular la práctica pedagógica con la investigación bajo un enfoque formativo.…”

Section: Introductionunclassified

Investigación formativa en la formación inicial docente

Lara

2021

Apunt. univ.

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La investigación formativa (IF) ha despertado gran interés en la comunidad académica porque usa al método científico como medio para que el docente en formación asuma la investigación como parte de su proceso formativo que les permita reflexionar sobre su práctica pedagógica, ensayar alternativas de solución en el campo educativo y tomar decisiones pedagógicas en base a evidencias mejorando su quehacer educativo, tal como lo sostiene López et al. Pero en la actualidad no se ha podido asociar la IF con la dimensión pedagógica, y esto por el vacío definitorio que no la diferencia de la investigación propiamente dicha generando confusión en los docentes formadores. En ese sentido, el presente artículo de revisión sistemática tiene como objetivo conocer las percepciones sobre la cual se está desarrollando la investigación formativa en los institutos y escuelas pedagógicas, y para esto se analizaron 42 artículos como resultado del análisis crítico a través del instrumento LcotAC. Las percepciones encontradas sobre IF muestran que no están alineadas con lo pedagógico, sino al cumplimiento de políticas educativas y a la formación de investigadores. El presente estudio pudo notar también algunas definiciones que proponen los autores sobre IF orientadas a la producción de conocimiento menos estricta y aquella que considera los objetivos de las asignaturas, entre los que destaca Sánchez-Carlessi. Finalmente, este estudio propone una definición integral que contribuirá a identificar la naturaleza y esencia de la IF.

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The Formative Research of Ecuadorian University Teaching Staff

Cited by 3 publications

References 2 publications

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022

The Solitary and Hatred within Social Media

Investigación formativa en la formación inicial docente

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