Educacion y Educadores最新文献_第9页

Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables 互动重复阅读对弱势群体学龄前儿童语言技能的影响

Educacion y Educadores Pub Date : 2019-02-27 DOI: 10.5294/EDU.2018.21.3.3

Pelusa Orellana García, M. F. Valenzuela, Kattia Muñoz

{"title":"Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables","authors":"Pelusa Orellana García, M. F. Valenzuela, Kattia Muñoz","doi":"10.5294/EDU.2018.21.3.3","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.3.3","url":null,"abstract":"Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables Impacto da leitura repetida interativa nas habilidades verbais de estudantes pre-escolares em contextos vulneraveis This study describes the implementation of repeated interactive read-aloud, as an activity to increase the vocabulary and semantic awareness of Chilean preschool students in vulnerable contexts. This research involved 47 prekindergarten students, divided into the experimental and control groups. Teachers and assistants of the experimental group received training in the use of repeated interactive read-aloud, which included conceptual definitions, demonstrations, assistance, reading books and activity materials; the control group received only the reading books. The results of students were compared by means of descriptive and variance analyses. Significant improvements in receptive vocabulary were observed in the experimental group, but not in meta-semantic skills, such as the use of analogies, identification of meaningless texts, and similarities and differences. The study concluded that the whole combination of speaking and iconic teaching strategies benefits the acquisition of receptive vocabulary. Para citar este articulo / To reference this article / Para citar este artigo Orellana-Garcia, P. , Valenzuela, M. F. y Munoz, K. (2018). Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables. Educacion y Educadores 21 (3), 409-432. DOI: 10.5294/edu.2018.21.3.3 Recibido: 25/02/2018 Aprobado: 11/11/2018","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49515675","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}

引用次数: 5

Videojuegos educativos y pensamiento científico: análisis a partir de los componentes cognitivos, metacognitivos y motivacionales 教育电子游戏与科学思维:基于认知、元认知和动机成分的分析

Educacion y Educadores Pub Date : 2019-02-27 DOI: 10.5294/EDU.2018.21.3.2

Jairo Andrés Montes Gonzáles, Solanlly Ochoa Angrino, David Sebastián Baldeón Padilla, Mariana Bonilla Sáenz

{"title":"Videojuegos educativos y pensamiento científico: análisis a partir de los componentes cognitivos, metacognitivos y motivacionales","authors":"Jairo Andrés Montes Gonzáles, Solanlly Ochoa Angrino, David Sebastián Baldeón Padilla, Mariana Bonilla Sáenz","doi":"10.5294/EDU.2018.21.3.2","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.3.2","url":null,"abstract":"Videojuegos educativos y pensamiento cientifico: analisis a partir de los componentes cognitivos, metacognitivos y motivacionales Videogames educativos e pensamento cientifico: analise a partir dos componentes cognitivos, metacognitivos e motivacionais A literature review is presented to identify diverse research positions on the use of videogames in educational contexts. These positions were differentiated based on two categorizations. Firstly, aspects privileged by research for favoring scientific thinking development, such as cognitive, metacognitive and/or motivational components, were categorized. Secondly, the type of representation that research assumed when introducing videogames in education was classified. This classification derived in the proposal of two levels of representation: the level of integration, which refers to the conception of the use of videogames for their potential to present contents, transmit and communicate information; and the level of reorientation, which refers to a conception where the videogame is not the focus, but its potential to promote highorder skills, build knowledge and create interactions in an educational context. It is concluded that it is relevant to define under what representation, conditions and characteristics a videogame is used in educational contexts since this may or may not bolster the potential of this resource as a cultural tool in education. Para citar este articulo / To reference this article / Para citar este artigo Montes-Gonzalez, J. A. , Ochoa-Angrino, S. , Baldeon-Padilla, D. S. y Bonilla-Saenz, M. (2018). Videojuegos educativos y pensamiento cientifico: analisis a partir de los componentes cognitivos, metacognitivos y motivacionales. Educacion y Educadores, 21 (3), 388-408. DOI: 10.5294/edu.2018.21.3.2 Recibido: 19/04/2018 Aprobacion: 11/11/2018","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823630","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}

引用次数: 6

Los buenos profesores en la mirada de padres y apoderados 好老师在家长和监护人的眼中

Educacion y Educadores Pub Date : 2019-02-27 DOI: 10.5294/edu.2018.21.3.1

Samuel Pérez Norambuena, Luis Linzmayer Gutiérrez

{"title":"Los buenos profesores en la mirada de padres y apoderados","authors":"Samuel Pérez Norambuena, Luis Linzmayer Gutiérrez","doi":"10.5294/edu.2018.21.3.1","DOIUrl":"https://doi.org/10.5294/edu.2018.21.3.1","url":null,"abstract":"Los buenos profesores en la mirada de padres y apoderados Os bons professores. Um olhar a partir dos pais e responsaveis legais The aim of this study is to understand what it means to be a “good teacher” for parents and guardians in a vulnerable school in Santiago de Chile (Chile), from the identification and description of the characteristics of this relevant educational actor. A qualitative methodology with a phenomenological approach was used to analyze the discourses of 20 families. Based on in-depth interviews and a discussion group, when it comes to conceptualizing and characterizing a good teacher, parents value their human dimension. This should be complemented with professional and affective components that allow for empathic relationships with others, building trust and formative support in upbringing their children. Parents seek to feel at ease about the present and future of their children and, for this, they need the presence of good teachers who balance human and professional aspects in the act of educating. Para citar este articulo / To reference this article / Para citar este artigo Perez-Norambuena, S. y Linzmayer-Gutierrez, L. (2018). Los buenos profesores en la mirada de padres y apoderados. Educacion y Educadores , 21 (3), 373-387. DOI: 10.5294/edu.2018.21.3.1 Recibido: 30/05/2018 Aceptado: 15/11/2018","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44506573","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}

引用次数: 2

Aprendiendo a investigar a través de la investigación-acción 通过行动研究学习研究

Educacion y Educadores Pub Date : 2019-02-27 DOI: 10.5294/edu.2018.21.3.7

Fraño Paukner Nogués, Rafael Sandoval Molina

{"title":"Aprendiendo a investigar a través de la investigación-acción","authors":"Fraño Paukner Nogués, Rafael Sandoval Molina","doi":"10.5294/edu.2018.21.3.7","DOIUrl":"https://doi.org/10.5294/edu.2018.21.3.7","url":null,"abstract":"Aprendiendo a investigar a traves de la investigacion-accion Aprendendo a pesquisar por meio da investigacao-acao This article presents the results of a study that involved Chilean students in systematic action research (AR) as a means to learn how to do research and improve their skills as students and future teachers. It was conducted in an undergraduate course with 50 second-year students of the English Teaching program at the Universidad Catolica del Maule, Talca, Chile. The methodology used to obtain data was to carry out interviews, which were transcribed and subjected to an analysis using previous categories inherent in the questions and searching for emerging categories. The results revealed that research, through action research, gives students the possibility of carrying out research and critical reflection processes on their own practice. Students perceived that the self-reflexive spiral of reflection and action is critical to establish search and reasoning habits. It is concluded that students’ lack of prior knowledge about research affects their professional growth and preparation for future teaching performance. It is necessary to include systematic action research in initial teacher training programs in Chile to develop research and reflection habits among future teachers. Para citar este articulo / To reference this article / Para citar este artigo Paukner-Nogues, F. y Sandoval-Molina, R. (2018). Aprendiendo a investigar a traves de la investigacion-accion. Educacion y Educadores, 21 (3), 504-519. DOI: 10.5294/edu.2018.21.3.7 Recibido: 17/06/2018 Aceptado: 11/11/2018","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45359323","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}

引用次数: 2

Baseline of ICT Adoption Indicators in Educational Institutions 教育机构信息通信技术采用指标基线

Educacion y Educadores Pub Date : 2018-12-01 DOI: 10.5294/EDU.2018.21.3.4

Isabel Cristina Ángel Uribe, María Ruth Patiño Lemos

{"title":"Baseline of ICT Adoption Indicators in Educational Institutions","authors":"Isabel Cristina Ángel Uribe, María Ruth Patiño Lemos","doi":"10.5294/EDU.2018.21.3.4","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.3.4","url":null,"abstract":"This article presents the results of applying a methodology for collegiate self-assessment of comprehensive ICT adoption to two public Educational Institutions (EI). Forty surveys and eight interviews were conducted with teachers; their resources (lesson plans and blogs) were observed; three administrative staff members were interviewed; and a checklist was completed, which included the institutional educational project, school rules and regulations, and the information of the planning of spaces, equipment, ICT resources, etc. Data systematization and analysis were carried out using our own software: BaseTIC. The results of ICT adoption show advances at the macroand meso-curricular level, while at the micro-curricular level, technologies are still given a basic use in the educational processes and the gap between teachers’ being/knowledge and practice remains. The research process assessment itself allows to conclude that this type of project requires that teachers have conceptual and pedagogical ICT training and educational research training and that the EI administrative management ensures the consolidation and commitment of a research team that represents the interests of the entire academic community. The absence of these conditions makes clear that ICT adoption self-assessment is made from the perceptions and imaginary of a few, which do not necessarily represent the institutional reality and has effects on the empowerment of the proposed methodology.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71155251","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}

引用次数: 1

Racismo indeleble y textos escolares de ciencias naturales colombianos (2000-2010) 不可磨灭的种族主义和哥伦比亚自然科学教科书（2000-2010年）

Educacion y Educadores Pub Date : 2018-10-02 DOI: 10.5294/edu.2018.21.2.6

María Juliana Beltrán Castillo

引用次数: 1

La inclusividad lingüística en la educación multilingüe de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersión dual 加州多语言教育中的语言包容性:多样性和语言记录的共存，丰富双浸入式课堂

Educacion y Educadores Pub Date : 2018-10-02 DOI: 10.5294/EDU.2018.21.2.3

Jordi Solsona-Puig, María Capdevila-Gutiérrez, Fernando Rodríguez-Valls

{"title":"La inclusividad lingüística en la educación multilingüe de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersión dual","authors":"Jordi Solsona-Puig, María Capdevila-Gutiérrez, Fernando Rodríguez-Valls","doi":"10.5294/EDU.2018.21.2.3","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.2.3","url":null,"abstract":"La inclusividad linguistica en la educacion multilingue de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersion dual A inclusao linguistica na educacao multilingue da California: coexistencia de variedades e registros de lingua para enriquecer a sala de aula de imersao dual DOI: 10.5294/edu.2018.21.2.3 In California’s dual immersion classrooms, multiple varieties, levels and linguistic registers coexist when students and teachers whose mother tongue is the language of instruction contribute the richness of their different linguistic origins. Spanish is known to be the predominant language within these programs throughout the United States. However, the dilemma of how to deal with the coexistence of different varieties of the same language of instruction also affects immersion programs in other languages. Consequently, other modalities can coexist in a dual immersion classroom, especially when Spanish-speaking students have immigrant roots of various geographical and socio-economic origins. Far from accepting a single or preferable arrangement exclusively, this article proposes the dual immersion classroom be an example of inclusiveness and respect for the diversity of multiple linguistic varieties as a source of transferable wealth for learning any language. A linguistically inclusive classroom seems more respectful of the multiple identities of its speakers and in keeping with the living nature of any language, especially in multilingual societies. The article ends with recommendations for language and content instruction as well as for training bilingual teachers from the standpoint of linguistic inclusivity.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810480","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}

引用次数: 2

Valores básicos del profesorado: una aproximación desde el modelo axiológico de Shalom Schwartz 教师的基本价值观:来自沙洛姆·施瓦茨价值论模型的方法

Educacion y Educadores Pub Date : 2018-10-02 DOI: 10.5294/EDU.2018.21.2.7

C. Expósito

{"title":"Valores básicos del profesorado: una aproximación desde el modelo axiológico de Shalom Schwartz","authors":"C. Expósito","doi":"10.5294/EDU.2018.21.2.7","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.2.7","url":null,"abstract":"Valores basicos del profesorado: una aproximacion desde el modelo axiologico de Shalom Schwartz Valores basicos do professorado: uma aproximacao a partir do modelo axiologico de Shalom Schwartz DOI: 10.5294/edu.2018.21.2.7 Educational axiology is not only a set of inherent and explicit rules with respect to education; it constitutes its very core. What is valuable lies in the essence of the educational act, transcending all formal limits. When we speak of “quality criteria” or standards for teaching, axiology becomes an element that is essential to ensure comprehensive education. In this article, the authors look at the make-up of one’s personal axiological structure, based on a descriptive analysis of the Portrait Values Questionnaire (PVQ) by Shalom Schwartz. A sample of 337 participants, including practicing teachers and those in training, was used to approximate the values that predominate in the composition of a teacher’s identity with respect to values. The authors maintain that the different axiological profiles charted by the PVQ are manifest in each classroom and lend true meaning to the study of values in the field of education. According to the authors, the data obtained in the study shows high levels of reliability and internal consistency in the values analyzed with the Schwartz PVQ. In general, they were able to verify that practicing teachers and those in training are consistent when it comes to self-transcendence, since the values they possess are oriented more towards benevolence and universalism, which are typical of an altruistic or collectivist profile.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43931702","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}

引用次数: 7

Crisis de la profesión docente en Colombia: percepciones de aspirantes a otras profesiones 哥伦比亚教师职业危机:对有抱负的其他职业的看法

Educacion y Educadores Pub Date : 2018-05-18 DOI: 10.5294/EDU.2018.21.1.3

Leonor Cabeza, Á. Zapata, Jahir Lombana

{"title":"Crisis de la profesión docente en Colombia: percepciones de aspirantes a otras profesiones","authors":"Leonor Cabeza, Á. Zapata, Jahir Lombana","doi":"10.5294/EDU.2018.21.1.3","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.3","url":null,"abstract":"The quality of teaching has been a matter of debate, regardless of the degree of development of the countries in question. The recruitment and maintenance of potential teachers has become a problem that affects economic policies because of their implications with respect to social capital. The matter has been studied from different perspectives, by questioning different interest groups, as well as the relevance of prioritizing coverage or quality. The purpose of this document is to identify the preferences and perceptions of students who did not opt for a teaching career, but who can give an account of the appreciation of that profession, particularly those who are starting their professional life. As for the methodology, a descriptive and multidimensional scaling analysis is used to identify the preferences and perceptions of the respondents who are first-year students majoring in fields other than education at a university accredited by the Ministry of National Education in Colombia. The research confirms that concern about personal fulfillment and economic-labor factors affects decisions on whether or not to pursue a career in the teaching profession. This leads to strategic recommendations for policy-makers on the need to evaluate both economic and social aspects in order to attract students to a teaching career and, at the same time, to ensure that those who choose this profession continue in it and become personal and labor referents.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099365","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}

引用次数: 5

Satisfacción estudiantil en la valoración de la calidad educativa universitaria 学生对大学教育质量评价的满意度

Educacion y Educadores Pub Date : 2018-05-18 DOI: 10.5294/EDU.2018.21.1.1

E. G. S. Pérez, María del Carmen Sandoval Caraveo, Clara Luz Lamoyi Bocanegra

{"title":"Satisfacción estudiantil en la valoración de la calidad educativa universitaria","authors":"E. G. S. Pérez, María del Carmen Sandoval Caraveo, Clara Luz Lamoyi Bocanegra","doi":"10.5294/EDU.2018.21.1.1","DOIUrl":"https://doi.org/10.5294/EDU.2018.21.1.1","url":null,"abstract":"Assessing student satisfaction contributes to successful decision-making when it comes to managing the quality of university education. The aim of this study was to identify the satisfaction of undergraduate students in two academic areas: Administration and Economics and Engineering and Architecture at a public university in the south of Mexico regarding elements of educational quality. These include the teaching-learning process, students´ perception of the treatment they receive from those who they must interact with during their studies, university infrastructure, and students´ self-realization. Based on non-experimental, cross-sectional, descriptive and correlational method of research, the study took a quantitative approach with a probabilistic sampling of a population of 7676 students. Using a questionnaire with a Likert scale, the confidence level was evaluated by means of the Cronbach Alpha Coefficient, which reports a value of .840, and was validated with a factorial confirmation through the SPSS-AMOS program. This research made it possible to identify areas of opportunity to increase student satisfaction with infrastructure and noted positive feedback on the respectful treatment students receive from their tutors. It also highlighted the opportunities for personal development the institution offers to students and statistically specified significant satisfaction differences between age groups, campuses, study programs and marital status.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874922","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}

引用次数: 43