Revista de Investigación Educativa最新文献

{"title":"Concepto de inclusión social en museos de arte en Chile","authors":"Kata Springinzeisz, Daniela Cobos Bustamante","doi":"10.6018/rie.566461","DOIUrl":"https://doi.org/10.6018/rie.566461","url":null,"abstract":"Social inclusion in the context of art museums is often understood as the process whereby an art institution provides individuals with special attention from the staff and with adapted educational practices to attract and support a more diverse public. With this definition in mind, the present study aims to shed light onto how social inclusion is conceived and implemented in nine art museums in Chile, generating critical reflection through the analysis of data gathered from interviews with their educators, curators, and directors. To do so, this research applies a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to collect information were semi-structured interviews conducted with the study’s participants—fourteen educators, five curators, three directors, and a curator-director. Through coding and data comparison, eight categories have been identified in relation to the concept of inclusion: accessibility, diversity, relevance of security, communication awareness, political awareness, relevant skills, non-traditional educational practices, and work structure in the museum. Results show the adaptation of the categories to the required practices and discuss the museums’ operational strategies for the effective achievement of social inclusion.\u0000 La inclusión entendida como proceso y finalidad debe recibir una atención especial por parte de los museos y sus prácticas educativas, para poder atraer y apoyar a públicos más diversos. El objetivo de este estudio es develar y describir cómo se concibe e implementa la inclusión social en nueve museos de arte en Chile, por medio de entrevistas a sus profesionales de la educación, curaduría y dirección y generar una reflexión a partir de los datos levantados. La investigación emplea un enfoque cualitativo con base en la Teoría Fundamentada y el paradigma del Interpretativismo. Los instrumentos utilizados para levantar información fueron entrevistas semiestructuradas y los/as participantes de estudio son 14 educadores/as, cinco curadores/as, tres directores/as y una curadora-directora. Por medio de codificación y comparación de datos se identificaron ocho categorías en relación con el concepto de inclusión: accesibilidad, diversidad, relevancia de la seguridad, conciencia en la comunicación, conciencia política, habilidades relevantes, prácticas educativas no tradicionales y estructura de trabajo en el museo. Los resultados evidencian la adaptación de las categorías a las prácticas y el funcionamiento de los museos respecto al logro efectivo de la inclusión social.","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139629806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El periplo de la juventud que migra sola","authors":"Ruth Vilà Baños, Marta Simó Sánchez, Melissa Schmidlin Roccatagliata, Omaira Beltrán Sánchez","doi":"10.6018/rie.540991","DOIUrl":"https://doi.org/10.6018/rie.540991","url":null,"abstract":"The aim of this article is to address the migration process of young people who migrate alone to Barcelona, to find out about the geographical and institutional itinerary they have to follow and to learn about the situations they face in Barcelona. For this purpose, a qualitative descriptive study was carried out using interview and discussion group techniques to identify and triangulate the views of three groups: young people who have migrated alone to Barcelona, educators who work in institutions with these young people, and the managers of the centres. 42 young people, 15 educators and 2 people in charge of DGAIA and third sector entities, respectively, participated. The results show that there are shared motivations for migrating, mainly linked to situations of precariousness in their countries of origin and the search for a better future. At the same time, it was observed that previous expectations are very different from the reality they face when they arrive in Barcelona. On the other hand, different geographical itineraries and routes of arrival in Barcelona, and different institutional circuits were identified, mainly characterised by the differences between the autonomous communities through which they have passed. Finally, the street situation in which some of them live is highly precarious and vulnerable, and is mainly experienced by older youths or minors who have fled from the centres.\u0000 El presente artículo tiene como finalidad abordar el proceso migratorio de los y las jóvenes que migran solos/as en Barcelona, conocer el itinerario geográfico e institucional que deben recorrer y conocer las situaciones a las que se enfrentan en Barcelona. Para dar respuesta a dicha finalidad, se realizó un estudio cualitativo-descriptivo a partir de las técnicas de entrevista y grupos de discusión, para identificar y triangular la visión de tres colectivos:  las y los jóvenes que han migrado solos a Barcelona, las y los educadores que trabajan en instituciones con esta juventud y la dirección de los centros. Participaron 42 jóvenes, 15 educadores y 2 personas responsables de DGAIA y entidad del tercer sector, respectivamente. Los resultados muestran que hay motivaciones compartidas para emigrar, vinculadas principalmente a situaciones de precariedad de sus países de origen y a la búsqueda de un futuro mejor. Al mismo tiempo, se observó que las expectativas previas son muy diferentes a la realidad que enfrentan cuando llegan a Barcelona. Por otro lado, se identifican diferentes itinerarios geográficos y rutas de llegada a Barcelona y diversos circuitos institucionales, caracterizados, principalmente, por las diferencias que hay entre las comunidades autónomas por las que han pasado. Por último, la situación de calle que viven algunos supone una alta precariedad y desprotección, y la viven principalmente jóvenes mayores o menores de edad que han escapado de los centros.","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115650993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aportaciones metodológicas para el uso de la entrevista semiestructurada en la investigación educativa a partir de un estudio de caso múltiple","authors":"Mª Soledad Ibarra-Sáiz, Andrea González-Elorza, Gregorio Rodríguez Gómez","doi":"10.6018/rie.546401","DOIUrl":"https://doi.org/10.6018/rie.546401","url":null,"abstract":"This research aims to propose a procedure that increases the consistency and credibility of the data collected in educational research, based on the analysis and assessment of the methodological quality of the semi-structured interviews carried out by the researchers and their perceptions of this data collection technique. It is based on a qualitative approach with a descriptive and interpretative nature, in which a multiple case study has been carried out, questioning researchers who have used the interview in the context of the development of the FLOASS Project. A sample of seven interviewers from the six universities participating in the project and eight of the interviews they conducted has been selected. For data analysis, two category systems were developed and MAXQDA2020 software was used. The results obtained confirm the association between the guidelines and positions of the interviewers and the recommendations and methodological guidelines established by leading authors in this field. In addition, a procedure is provided to ensure the consistency and credibility of the research based on two systems of categories that facilitate the process of reviewing and critically analysing the data collected through semi-structured interviews.\u0000 Este estudio tiene por objeto proponer un procedimiento que incremente la consistencia y credibilidad de los datos recogidos en la investigación educativa, a partir del análisis y valoración de la calidad metodológica de las entrevistas semiestructuradas realizadas por los investigadores y sus percepciones sobre esta técnica de recogida de datos. Se parte de un enfoque cualitativo de carácter descriptivo e interpretativo, en el que se ha utilizado un diseño de estudio de caso múltiple, interpelando a investigadores que han utilizado la entrevista en el contexto del desarrollo del Proyecto FLOASS. Se ha seleccionado una muestra de siete entrevistadores de las seis universidades participantes y ocho de las entrevistas que realizaron. Para el análisis de datos se han elaborado dos sistemas de categorías y se ha utilizado el software MAXQDA2020. Los resultados obtenidos constatan la asociación entre las pautas y posicionamientos de las personas entrevistadoras con las recomendaciones y orientaciones metodológicas establecidas por autores de referencia en este campo. Además, se aporta un procedimiento para asegurar la consistencia y credibilidad de las investigaciones sustentado en dos sistemas de categorías que facilite el proceso de revisión y análisis crítico de los datos recabados con entrevistas semiestructuradas.","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121563023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Necesidades formativas detectadas por los tutores y tutoras de empresa de Formación Profesional Dual en Asturias","authors":"Marta Virgós Sánchez, María del Henar Pérez Herrero, Joaquín Lorenzo Burguera Condon","doi":"10.6018/rie.518591","DOIUrl":"https://doi.org/10.6018/rie.518591","url":null,"abstract":"Dual Vocational Training requires coordinated work between educational institutions and companies in order to provide students with a comprehensive training that promotes their personal, academic and professional development. In this scenario, in which the company is conceived as a didactic environment, the company tutor acquires great relevance for the optimal development of this training modality. The aim of this study is to identify the training needs of company tutors in the Principality of Asturias. For this purpose, a qualitative methodology has been used, based on interviews with key informants from different sectors and companies of different sizes. The categorization process of information has been developed using the MAXQDA software (v.20). Data analysis revealed the need for specific training for these agents, as well as the lack of coordination and communication between educational centers and companies. The study concludes by indicating the relevance of establishing synergies between educational centers and companies, as well as providing company tutors with the necessary knowledge and tools for the proper performance of their training tasks. In addition, it is necessary to give visibility to company tutors by the institutions involved in Dual FP. Moreover, the educational and labor authorities should provide the necessary means so that these professionals can perform their functions in an optimal way.\u0000 La Formación Profesional Dual requiere del trabajo coordinado entre las instituciones educativas y las laborales con el fin de dotar al estudiante de una formación integral que favorezca su desarrollo personal, académico y profesional. En este escenario, donde la empresa se configura como un entorno didáctico, la figura del tutor o tutora de empresa adquiere suma relevancia para el desarrollo óptimo de esta modalidad formativa. El objetivo del estudio es identificar las necesidades formativas de los tutores y tutoras de empresa en el Principado de Asturias. Para ello, se ha utilizado una metodología cualitativa, basada en entrevistas a informantes clave de distintos sectores y tamaños de empresa. El proceso de categorización de la información se ha desarrollado mediante el software MAXQDA (v.20). El análisis de datos ha permitido identificar la necesidad de una formación específica para estos agentes, así como la falta de coordinación y comunicación entre centros educativos y empresas. Se concluye indicando la pertinencia de establecer sinergias entre centros educativos y empresas, así como de dotar a los tutores de empresa de los conocimientos y herramientas necesarias para el adecuado desempeño de sus labores de formación. Además, manifiestan que es necesario visibilizar al colectivo de tutores y tutoras de empresa por parte de las instituciones implicadas en la FP Dual, así como que, desde las instancias educativas y laborales, se proporcionen los medios necesarios para que estos profesionales desempeñen sus funciones de manera ópt","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121583743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivaciones para la participación en voluntariado","authors":"Sabina Checa Caballero, Natividad Orellana Alonso, Gonzalo Almerich Cerveró, Jesús M. Suárez Rodríguez","doi":"10.6018/rie.547711","DOIUrl":"https://doi.org/10.6018/rie.547711","url":null,"abstract":"This paper describes the adaptation and validation process of the University Student Motivations to Volunteer Questionnaire (CMV-AU), which is based on the Volunteer Function Inventory (VFI) by Clary et al. (1998). VFI is the best known and most widely used instrument for analyzing the motivations that move people to participate in volunteering. The objective of the study focuses on adapting the VFI to Spanish university students, with or without experience in volunteering, and studying its validity and internal structure through a Confirmatory Factor Analysis. For this, the method of diagonally weighted least squares (DWLS) was used, taking into account different indicators for the evaluation of the model (RMSEA, CFI and SRMR). Previously, the instrument had been applied to a sample of 1.186 undergraduate students from the five face-to-face universities of Valencia (2019/2020 academic year). The results of the Confirmatory Factor Analysis show that the internal structure of the CMV-AU is appropriate, presenting a good adjustment of the considered indicators and an adequate internal consistency. Likewise, it confirms an appropriate measurement model and the structure of six dimensions of the VFI (Protective, Values, Career, Social, Understanding and Enhancement). This coincides with the results of different previous studies. Therefore, it is concluded that the University Student Volunteering Motivations Questionnaire (CMV-AU) is an appropriate instrument to assess the reasons that motivate these students to become involved in volunteering.\u0000 En el presente trabajo se describe el proceso de adaptación y validación del Cuestionario de Motivaciones hacia el Voluntariado del Alumnado Universitario (CMV-AU), que a su vez parte del Volunteer Function Inventory (VFI) de Clary et al. (1998), el instrumento más conocido y extendido para analizar las motivaciones que impulsan a las personas a participar en acciones de voluntariado. Así, el objetivo del estudio se centra en adaptar el VFI a alumnado universitario español, con experiencia o no en voluntariado, y estudiar su validez y estructura interna a través de un Análisis Factorial Confirmatorio. Para ello, se empleó el método de mínimos cuadrados diagonalmente ponderados (DWLS), teniéndose en cuenta diferentes indicadores para dicha evaluación del modelo (RMSEA, CFI y SRMR). Previamente a ello se había aplicado el instrumento a una muestra de 1186 estudiantes de Grado y Doble Grado de las cinco universidades presenciales de Valencia (curso 2019/2020). Los resultados del Análisis Factorial Confirmatorio muestran que la estructura interna del CMV-AU es apropiada, presentando un buen ajuste de los indicadores considerados y una adecuada consistencia interna. Asimismo, confirma un apropiado modelo de medida y la estructura de seis dimensiones del VFI (Defensa del yo, Valores, Mejora del currículum, Relaciones Sociales, Conocimiento y Mejora del estado de ánimo), lo que coincide con los resultados de diferent","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128833371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estado de los factores condicionantes de la transferencia de la formación permanente en etapas educativas no universitarias","authors":"Marcial Pamies-Berenguer, Antonia Cascales-Martínez, María Ángeles Gomariz Vicente","doi":"10.6018/rie.520061","DOIUrl":"https://doi.org/10.6018/rie.520061","url":null,"abstract":"Teacher training programs are considered a solid and relevant pedagogical instrument. Their purpose is to act effectively on student learning and to successfully develop the teaching practice as the acquired knowledge is transferred, resulting in an application of the learning to the job position maintained over time. The main aim of this study is to investigate whether the non-university education, in which the participants of the training programs carry out their teaching work, determines the teachers’ perception of the factors that influence the transfer of training. This study uses a non-experimental descriptive design in which a survey-type instrument is used to collect cross-sectional data, following a non-probabilistic convenience sampling according to the criteria of accessibility and availability of the subjects. 4,572 teachers have participated and eight factors have been taken into account: design and development of training, self-efficacy, promotion of training by school governing bodies, feedback from students and families, environmental resources, resistance to change in the workplace, monitoring of the training institution and external locus of control. Data analysis identified the Design and development of training and Self-efficacy as strong facilitators of transfer in all types of teaching considered; the factor of Promotion of training from the center has been identified as a strong facilitator in Infant and Primary Education, in Secondary Education and Vocational Training as well as in Adult Education. This factor has been identified as a weak facilitator of transfer for language teaching and art education.\u0000 \u0000 Los programas de formación docente son posibilidades pedagógicas sólidas y relevantes cuya finalidad es actuar con eficacia sobre el aprendizaje del alumnado y desarrollar con éxito la práctica docente a medida que se transfieren los conocimientos adquiridos, produciendo una aplicación de los aprendizajes al puesto de trabajo mantenida en el tiempo. El objetivo es investigar si el tipo de enseñanza no universitaria en la que se desarrolla la labor docente condiciona la percepción del profesorado sobre los factores que influyen en la transferencia de la formación permanente. El diseño de la investigación es no experimental de carácter descriptivo tipo encuesta, siguiendo un muestreo no probabilístico por conveniencia por accesibilidad y disponibilidad de los sujetos. Han participado 4572 docentes y se han tenido presentes ocho factores: diseño y desarrollo de la formación, autoeficacia, fomento de la formación por los órganos del centro, feedback de los estudiantes y familias, recursos del entorno, resistencia al cambio en el centro docente, seguimiento de la institución formadora y locus de control externo. Los datos identifican a los factores Diseño y desarrollo de la formación y Autoeficacia como facilitadores fuertes de la transferencia en todos los tipos de enseñanza considerados; el factor Fomento de la formación de","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116845187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perfil del profesorado cuyas prácticas docentes favorecen la competencia emprendedora","authors":"Sara González-Tejerina, Agustín Rodríguez-Esteban, M. Vieira","doi":"10.6018/rie.518481","DOIUrl":"https://doi.org/10.6018/rie.518481","url":null,"abstract":"The entrepreneurial competence is characterised by being cross-cutting and multidimensional. These dimensions should be fostered in the classroom through specific teaching practices. This study aims to determine the variables of the teaching staff, the school, the classroom climate and the teaching team that predict the development of practices that favour the entrepreneurial competence and to analyse the differences in the development of this type of practices between primary and secondary education. A descriptive, predictive, and cross-sectional study has been carried out, using TALIS 2018 data for Spain. The results of the study show that the variables that predict the development of teaching practices linked to entrepreneurship are the initial and continuous training of teachers in transversal competencies, the innovative nature of the teaching team and an appropriate disciplinary climate in the classroom. More frequent use of entrepreneurial teaching practices is observed in secondary education compared to primary education. In this case, although the teacher profiles are very similar at both levels, the effect of the innovative nature of the teaching staff is more relevant at the secondary level. Furthermore, in secondary education, there is greater use of entrepreneurial teaching practices in social science subjects, compared to foreign languages, which are at the other extreme. As for recommendations, the importance of adequate initial and continuous teacher training in transversal competencies and the need for greater coordination and cooperation between teachers in the class group to share teaching practices that contribute to the creation of innovative teaching teams stand out.\u0000 La competencia emprendedora se caracteriza por ser transversal y multidimensional. Estas dimensiones deben fomentarse en el aula a través de prácticas educativas específicas. Los objetivos de este estudio son determinar las variables del profesorado, centro y del clima del aula y del equipo docente que predicen el desarrollo de prácticas docentes que favorecen la competencia emprendedora y analizar su desarrollo en educación primaria y secundaria. Se ha realizado un estudio comparativo-predictivo y transversal, en el que se utilizan los datos de TALIS 2018 para España. Los resultados del estudio ponen de manifiesto que las variables que predicen el uso de prácticas docentes que favorecen la competencia emprendedora son la formación inicial y continua del profesorado en competencias transversales, el carácter innovador del equipo docente y un clima disciplinario adecuado del aula. Se observa un mayor uso de prácticas emprendedoras en educación secundaria frente a educación primaria. En este caso, aunque los perfiles del profesorado son muy similares, en secundaria es más relevante el efecto del carácter innovador del equipo docente. Además, el análisis realizado en educación secundaria revela un mayor uso de prácticas docentes emprendedoras en asignaturas de cie","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"abs/2302.10845 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116846594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aprendizajes construidos por los estudiantes durante sus prácticas formativas en salud","authors":"Pilar Mirely Chois Lenis, Adriana Lucía Valdéz Fernández, Magda Gissel Mosquera Ruiz, Sandra Jimena Jácome Velasco, Beatriz Eugenia Bastidas Sánchez","doi":"10.6018/rie.548081","DOIUrl":"https://doi.org/10.6018/rie.548081","url":null,"abstract":"Training practices in health represent an essential pedagogical strategy for the learning of students in higher education programs, as they are spaces that integrate knowing how to be, knowing how to do, and knowing how to know. This article describes the learnings built by university students during their passage through the last level of training practices in health. To achieve this, a qualitative hermeneutic research was conducted, in which 66 Nursing, Speech Therapy, Physiotherapy and Medicine students participated. The information collected through surveys, interviews, and discussion groups was subjected to category analysis. In the results, students indicated that they had built learnings that contributed to their human formation, understood, in their own words, as a personal and professional reconstruction that integrates theoretical and real knowledge. The importance of training practice as an axis for curricular relevance is evident, by simultaneously enabling the development of skills in students and dialogues with the context.\u0000 Las prácticas formativas en salud representan una estrategia pedagógica esencial para el aprendizaje de los estudiantes de los programas de educación superior, por tratarse de espacios que integran el saber ser, el saber hacer y el saber conocer. Este artículo describe los aprendizajes construidos por universitarios durante su paso por el último nivel de prácticas formativas en salud. Para ello, se llevó a cabo una investigación cualitativa hermenéutica, donde participaron 66 estudiantes de Enfermería, Fonoaudiología, Fisioterapia y Medicina. La información se recopiló mediante encuesta, entrevista y grupos de discusión y se sometió a análisis de categorías. En los resultados, los estudiantes indicaron haber construido aprendizajes que aportaron a su formación humana, entendida, desde su voz, como una reconstrucción personal y profesional que integra conocimientos teóricos y reales. Se evidenció la importancia de la práctica formativa como eje para la pertinencia curricular, al posibilitar el desarrollo de competencias en los estudiantes y, a la vez, el diálogo con el contexto.","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128900333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cantidad y calidad del tiempo dedicado a los deberes escolares en alumnado de Educación Secundaria","authors":"I. Estévez, Tania Vieites, Bibiana Regueiro, Carolina Rodríguez-Llorente, Tamara Morado","doi":"10.6018/rie.544491","DOIUrl":"https://doi.org/10.6018/rie.544491","url":null,"abstract":"The main purpose of this study is to identify different profiles of students based on the daily amount of time they spend completing homework and how they manage it. The aim is to test the various combinations shown by the participants regarding the use and management of the time spent on homework, integrating a person-centred approach, and not taking the variables independently. Once these profiles have been identified, defined, and characterised, possible differences in several variables related to homework, such as intrinsic motivation, interest, perceived usefulness, anxiety, and academic performance are analysed. The sample consists of 578 students (49.5% female and 50.5% male) of Compulsory Secondary Education (ESO) from 6 schools in Galicia. The age of participants is between 12 and 16 years old. The results have allowed to identify four student profiles: two of them can be defined as the most adaptive and effective (they manage their time better, are more motivated and have less anxiety about homework) and the other two can be categorised as less effective or more maladaptive (they manage their time worse, are less motivated and have more anxiety about homework). These results call for the differential involvement of teachers to effectively address the needs and characteristics of the four profiles identified.\u0000 El principal propósito de este estudio es identificar distintos perfiles de alumnado, definidos en base al tiempo diario que dedican a realizar los deberes escolares y a la gestión que hacen de ese tiempo. Se trata de comprobar las diversas combinaciones que se dan dentro de las y los participantes con respecto al uso y gestión del tiempo dedicado a los deberes, integrando una perspectiva centrada en la persona y no tomando las variables de forma independiente. Una vez identificados, definidos y caracterizados esos perfiles, se analizan las posibles diferencias en motivación intrínseca hacia los deberes, interés por los deberes, percepción de utilidad de los deberes, ansiedad ante los deberes y rendimiento académico. La muestra está integrada por 578 estudiantes (49.5% mujeres y 50.5% hombres) de Educación Secundaria Obligatoria (ESO) pertenecientes a seis centros educativos de Galicia. La edad de los participantes está comprendida entre los 12 y los 16 años. Los resultados han permitido identificar cuatro perfiles de alumnado: dos de ellos pueden definirse como los más adaptativos y eficaces (gestionan mejor su tiempo, están más motivados y tienen menos ansiedad ante los deberes) y los otros dos se pueden catalogar como menos eficaces o más desadaptativos (gestionan peor el tiempo, están menos motivados y tienen más ansiedad ante los deberes). Estos resultados exhortan una implicación diferencial por parte del profesorado, para que procedan de forma eficaz ante las necesidades y características de los cuatro perfiles emanados.","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129619421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A snapshot of university research through the lens of university social responsibility","authors":"R. Ferrández-Berrueco, Auxiliadora Sales, Lucía Sánchez-Tarazaga, Paola Ruiz Bernardo","doi":"10.6018/rie.545671","DOIUrl":"https://doi.org/10.6018/rie.545671","url":null,"abstract":"University research in the framework of university social responsibility implies a commitment to society, which means that maximum stakeholder participation should be encouraged, mainly for emancipatory purposes. In this study we describe the state of the art in university research from an inclusive point of view according to the level of stakeholder participation in the research process. To this end, 80 interviews were held with research groups in five European countries. Results show that, in general, there is no inclusive participation, and that information about research outcomes is only shared with stakeholders through media channels. In addition, no differences were found between areas of research, and although applied research seems to be more participatory than basic research, in general the participation is self-interested on the part of the researcher. These results reveal a need to re-examine research quality evaluation policies that are centred on academic impact, but which do not take the social relevance of research into account.\u0000 La Investigación universitaria, en el marco de la Responsabilidad social universitaria, implica un compromiso con la Sociedad, lo que significa que debe potenciarse al máximo la participación de los grupos de interés sobre todo con un propósito emancipador. Este trabajo describe el estado de la cuestión en la investigación universitaria desde una perspectiva inclusiva de acuerdo al nivel de participación de los grupos de interés en el proceso de investigación. Con este fin, se llevaron a cabo 80 entrevistas a grupos de investigación de cinco países europeos. Los resultados muestran que, en general, no hay una participación inclusiva y que la información sobre los resultados de la investigación solo se comparte con los grupos de interés a través de los medios. Además, no se han encontrado diferencias entre áreas de investigación y, aunque la investigación aplicada parece ser más participativa que la investigación básica, en general, se trata de una participación instrumental o interesada por parte del investigador. Estos resultados revelan la necesidad de reexaminar las políticas de evaluación de la calidad de la investigación, centradas en el impacto académico, pero que no consideran la relevancia social de esta.","PeriodicalId":199011,"journal":{"name":"Revista de Investigación Educativa","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129743530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}