BUSCADOR RECOLECTA

Alonso Zamora Vicente’s formative years at Complutense University of Madrid were very significant in his career that moment, he not only succeeded in trasmiting and developing the received view of the University, but also in pursuing his conception of this institution as a place to grow up both personally and professionally., El autor repasa los años de formación de Alonso Zamora Vicente en la Facultad de Filosofía y Letras de la Universidad Complutense de Madrid con sus maestros, da cuenta de la importancia que tuvo para él la transmisión de las ideas recibidas y explica que la Universidad debe ser centro de docencia e investigación, pero también de formación y crecimiento para los estudiantes. Finalmente, sostiene que la organización de la Universidad actual no facilita el surgimiento de maestros.

In a world highly influenced by new technologies, the COVID-19 pandemic has increased the need to incorporate ICT tools and resources into educational practice. Currently there is a wide range of technological possibilities for use in teaching. However, the abundance and heterogeneity of didactic apps and virtual platforms can be overwhelming. Teachers nowadays face the challenge of adapting to an unknown environment without the proper training and guidance on key tools and methodologies. This article is intended as a support for teachers who have to transition rapidly to teaching in virtual environments and identifies key online teaching tools., En un mundo ya de por sí subyugado a las nuevas tecnologías, la situación pandémica derivada de la COVID-19 ha hecho aún más evidente la necesidad de incorporar instrumentos y recursos TIC a nuestra práctica educativa. En este sentido, la red nos ofrece un amplísimo abanico de posibilidades para crear una experiencia pedagógica digital completa. Sin embargo, es precisamente la multiplicidad y la heterogeneidad de aplicaciones didácticas y plataformas virtuales las que pueden abrumar a un profesorado al que apenas se le han otorgado el tiempo y las herramientas necesarias para adaptarse a un escenario de enseñanza virtual prácticamente utópico poco tiempo atrás. Este artículo pretende ser un apoyo para todos aquellos docentes que han tenido que asumir la enseñanza online en tiempo récord, con el propósito de facilitarles los mecanismos esenciales para simplificar su traslación a dicho medio., Em um mundo já subjugado às novas tecnologias, a situação pandêmica resultante da COVID-19 tornou ainda mais evidente a necessidade de incorporar ferramentas e recursos TIC em nossa prática educacional. Neste sentido, a web nos oferece uma ampla gama de possibilidades para criar uma experiência pedagógica digital completa. Entretanto, é precisamente a multiplicidade e heterogeneidade de aplicativos didáticos e plataformas virtuais que pode sobrecarregar professores que mal tiveram tempo e ferramentas necessárias para se adaptarem a um cenário de ensino virtual que era praticamente utópico apenas a pouco tempo atrás. Este artigo pretende ser um apoio para docentes que tiveram que assumir o ensino on-line em tempo recorde, com o objetivo de proporcionar-lhes os mecanismos essenciais para simplificar sua tradução para este meio.

This paper presents a study whose main objective is to analyse the use of Information and Communication Technologies (ICT) by those teachers who finished their degrees as English primary teachers just one year before starting to work at schools. This study focuses on the official curriculum for the area of English language in primary education in the Region of Murcia, as well as on the practice developed by these teachers according to the requirements of the curriculum. In this line, we intend to find useful results for identifying correctly teaching needs in this area., Este trabajo presenta un estudio cuyo objetivo principal es analizar el uso que de las TIC están haciendo en el aula los maestros «noveles» de inglés, es decir, los que finalizaron sus estudios el año anterior al de su incorporación como docentes. Pero este estudio gira alrededor de un eje central, que es el propio Currículo Oficial del área de Inglés en Educación Primaria de la Región de Murcia y de la actuación de los maestros «noveles» de conformidad con éste. Pretendemos así encontrar resultados que nos sirvan de guía para detectar las principales necesidades formativas de los docentes., Ce travail présente une étude dont l’objectif principal est celui d’analyser l’usage des TIC que font en classe les instituteurs de la spécialité d’anglais (L.E), qui ont fini leurs études l’année précédente et qui travaillent actuellement. Mais cette étude est centrée sur un axe qui n’est autre que le curriculum officiel de l’aire d’anglais (L.E) dans l’Education Primaire de la Région de Murcie. De cette façon nous prétendons analyser, d’une part, le rôle que ce curriculum accorde aux TIC dans cette aire et, d’autre part, le rôle des nouveaux instituteurs en conformité avec le curriculum; nous prétendons ainsi arriver à des résultats qui nous serviraient de guide pour détecter les principales nécessités formatives dans ce champ.

Confirmatory factor analysis examined the factor structure of DSM-IV Attention Deficit Hyperactivity Disorder symptoms and analyzed the differences in informants' ratings of ADHD symptoms by children's age and sex. A sample of 1,018 Spanish school children, 574 girls and 444 boys, ages 4 to 12 years, was rated by teachers and parents. Confirmatory factor analysis showed a similar fit for the three-factor model of Inattention, Hyperactivity, and Impulsivity (teachers: CFI = .976, RMR = .041, % of total variance = 83.2; parents: CFI = .969, RMR = .037, % of total variance = 82.7) and for the two-factor model of Inattention and Hyperactivity-Impulsivity (teachers: CFI = .958, RMR = .044, % of total variance = 79.3; parents: CFI = .961, RMR = .038, % of total variance, 79.9). The two-factor model was selected as a parsimonious representation of the teachers' and parents' ratings of ADHD symptoms. Analyses of variance indicated significant differences in teachers' and parents' mean ratings across sex and school grades of children.

Confirmatory factor analysis examined the factor structure of DSM-IV Attention Deficit Hyperactivity Disorder symptoms and analyzed the differences in informants' ratings of ADHD symptoms by children's age and sex. A sample of 1,018 Spanish school children, 574 girls and 444 boys, ages 4 to 12 years, was rated by teachers and parents. Confirmatory factor analysis showed a similar fit for the three-factor model of Inattention, Hyperactivity, and Impulsivity (teachers: CFI = .976, RMR = .041, % of total variance = 83.2; parents: CFI = .969, RMR = .037, % of total variance = 82.7) and for the two-factor model of Inattention and Hyperactivity-Impulsivity (teachers: CFI = .958, RMR = .044, % of total variance = 79.3; parents: CFI = .961, RMR = .038, % of total variance, 79.9). The two-factor model was selected as a parsimonious representation of the teachers' and parents' ratings of ADHD symptoms. Analyses of variance indicated significant differences in teachers' and parents' mean ratings across sex and school grades of children.

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n¿=¿115) and teachers' perceptions (n¿=¿28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes.

Just as teachers strive to inspire a dedication to lifelong learning in their students, educators must also continue their own learning as professionals in order to keep pace with a changing world through updates in curriculum content and pedagogical practices. In Spain, Continuous Teacher Training (CTT) programs are in place to support teachers' in this effort. However, these programs must also be reviewed and, when necessary, reimagined in order to meet teachers' needs. Using a qualitative prospective approach and structural analysis, this research provides a case study from Barcelona resulting in stakeholder-developed objectives and scenarios for improving CTT: an Ideal Scenario and a Basic Scenario. The study takes into account three underlying elements: (i) the complexity of CTT; (ii) innovation; and (iii) adoptability. While this work focuses on a specific location, the objectives and scenarios offer insight into a stakeholder-guided process for designing meaningful teacher training programs that is relevant for a broad range of education contexts, Del mismo modo que los maestros se esfuerzan en inspirar una dedicación a la formación continua en sus estudiantes, los educadores también deben seguir su propio aprendizaje como profesionales, con el fin de seguir el ritmo de un mundo cambiante, los cambios en el contenido curricular o en las prácticas pedagógicas. En España, los programas de Formación Continua de Profesores (CTT) existen para apoyar a los maestros en este esfuerzo. Sin embargo, estos programas también deben ser revisados y, cuando sea necesario, reinventados con el fin de satisfacer las necesidades de los maestros. Desde un enfoque cualitativo de análisis estructural y prospectivo, esta investigación proporciona a través de un estudio de caso de Barcelona, objetivos y escenarios de actores, desarrollado para mejorar la CTT: un escenario ideal y un escenario básico. El estudio tiene en cuenta tres elementos fundamentales: (i) la complejidad del CTT; (Ii) la innovación; y (iii) la capacidad de adaptación. Si bien este trabajo se genera en una ubicación específica, los objetivos y escenarios ofrecen información sobre un proceso guiado para el diseño de programas de formación docente, relevantes para una amplia gama de contextos educativos

Digital technologies are currently one of the most used resources among students for developing their personalized learning environment. However, recent studies continue to demonstrate a lack of usage on the part of teaching staff for developing their teaching practices, especially at the university level. Through the identification of personal, professional, institutional, and contextual barriers, this study seeks to reveal the reasons why teachers in institutions of higher education do not use digital technologies for teaching purposes and whether the academic discipline influences this perception. The results suggest that professional barriers are the most prevalent and that the discipline of arts and humanities is where the most obstacles are perceived. In conclusion, there is a need for better professional development for teachers and more institutional involvement through strategic plans.

En el presente trabajo se describe un proyecto de innovación educativa cuyo objetivo era replantear las prácticas experimentales de Física del grupo bilingüe de la Facultad de Educación para que los estudiantes apliquen el enfoque Ciencia-Tecnología-Ingeniería-Matemáticas (CTIM) y Aprendizaje Integrado de Ciencias en Lengua Extranjera (AICLE) simultáneamente. Asimismo, se ha recabado su valoración para futuros trabajos pasado un tiempo desde la intervención didáctica y terminado su período obligatorio de tres semanas de prácticas en un centro escolar de la Comunidad de Madrid., Abstract: This study focuses on an innovation project where physics experimental activities -addresed to the bilingual group of the Faculty of Education -have been redesigned to encourage students to apply Science-Technology-Engineering-Mathematics (STEM) and Content and Language Integrated Learning (CLIL) approaches simultaneously. Likewise, his assessment has been collected for future work after the didactic intervention and once their mandatory three weeks of training was finished at a school in the Community of Madrid., Referencias bibliográficas: p. 94-95., application/pdf, En el presente trabajo se describe un proyecto de innovación educativa cuyo objetivo era replantear las prácticas experimentales de Física del grupo bilingüe de la Facultad de Educación para que los estudiantes apliquen el enfoque Ciencia-Tecnología-Ingeniería-Matemáticas (CTIM) y Aprendizaje Integrado de Ciencias en Lengua Extranjera (AICLE) simultáneamente. Asimismo, se ha recabado su valoración para futuros trabajos pasado un tiempo desde la intervención didáctica y terminado su período obligatorio de tres semanas de prácticas en un centro escolar de la Comunidad de Madrid., Abstract: This study focuses on an innovation project where physics experimental activities -addresed to the bilingual group of the Faculty of Education -have been redesigned to encourage students to apply Science-Technology-Engineering-Mathematics (STEM) and Content and Language Integrated Learning (CLIL) approaches simultaneously. Likewise, his assessment has been collected for future work after the didactic intervention and once their mandatory three weeks of training was finished at a school in the Community of Madrid., Disponible en formato .pdf, Sitio web de la revista (Consulta: 01-12-2020)

RESUMEN: Se pretende a través del presente trabajo conocer las actitudes autopercibidas que orientan la práctica docente de una profesora de Educación Física de un centro de Educación Secundaria así como las actitudes que sus estudiantes perciben en ella, para posteriormente, cotejar ambas perspectivas y posibilitar una devolución de dicha información a la docente, con el objeto de facilitar su reflexión sobre su práctica pedagógica. El estudio presenta un enfoque cuantitativo a través de la técnica del cuestionario como medio de recogida de información. La muestra estuvo conformada por 106 estudiantes y la docente de Educación Física. Los resultados que se desprenden del estudio ponen de relieve que las actitudes que la profesora manifiesta en el aula se asocian con la coherencia, la reflexión, la responsabilidad y la planificación, coincidiendo estos resultados con la visión que de ella aporta el alumnado. Asimismo, la autopercepción de la profesora es más positiva que la que tienen de ella sus estudiantes. Al respecto, el trabajo realizado abre la posibilidad de a través de la triangulación de perspectivas (docente y alumnado), propiciar el análisis y la reflexión individual por parte de la profesora que favorezca una mejora o potenciación de las actitudes que refleja en la impartición de la asignatura de Educación Física., ABSTRACT: It is intended through this research know the self-perceived attitudes that guide the teaching practice of physical education teacher in a secondary school education and attitudes that students perceive in her, later, collating both perspectives and enable return such information to the teacher, in order to facilitate their reflection on their teaching practice. The study presents a quantitative approach through the questionnaire technique as a means of gathering information. The sample consisted of 106 students and teacher of Physical Education.The results from the study show that the teacher attitudes manifested in the classroom are associated with coherency, reflection, responsibility and planning, these results coincide with the vision that it brings students. Also, the self-perception of the teacher is more positive than do her students. In this regard, the research opens up the possibility through triangulation of perspectives (teacher and student), foster analysis and individual reflection by the teacher who favors an improvement or enhancement of attitudes reflecting in teaching the subject of Physical Education., Máster en Formación del Profesorado de Educación Secundaria