Revista Electronica Interuniversitaria de Formacion del Profesorado最新文献

{"title":"Qué profesional de la educación para qué escuela y para qué sociedad","authors":"T. Gómez","doi":"10.6018/REIFOP.22.3.376391","DOIUrl":"https://doi.org/10.6018/REIFOP.22.3.376391","url":null,"abstract":"espanolEste articulo, resultado de la revision y reflexion teorica, responde a la pregunta que todo profesional de la educacion deberia formularse: que ser humano se desea formar para que sociedad. Si aspiramos a una sociedad mas justa y mas humana, una sociedad convivencial, constituida por sujetos libres y emancipados, que es el planteamiento de este trabajo, necesitamos formar docentes, desde la pedagogia critica, como agentes de cambio e intelectuales transformadores para que contribuyan al desarrollo de escuelas democraticas. Es decir, docentes que configuren un curriculum contrahegemonico en el marco de una organizacion participativa en colaboracion con la comunidad, instancias y movimientos sociopoliticos. EnglishThis article, resulting from theoretical review and reflection, answers the question that every education professional should ask themselves: what human being is to be trained for what society. If our ambition is for a fairer and more humane society, a convivial society made up of free and emancipated subjects, which is the approach of this work, there is a need to train teachers, from critical pedagogy, as agents of change or transformative intellectuals so that they help towards the development of democratic schools. That is to say, teachers who shape a counterhegemonic curriculum in the context of a participatory organisation in collaboration with the community, authorities and sociopolitical movements.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150844","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":"Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as.","authors":"V. G. Escudero, R. Gutiérrez, J. Somoza","doi":"10.6018/REIFOP.22.3.373421","DOIUrl":"https://doi.org/10.6018/REIFOP.22.3.373421","url":null,"abstract":"espanolLa competencia digital en la formacion inicial docente es esencial en la actualidad ya que los estudiantes de ensenanza basica estan en frecuente contacto con las nuevas tecnologias. Por tanto, seria conveniente que los futuros docentes acabasen el grado con una competencia digital optima. Los objetivos de este estudio se centran en analizar el grado de competencia digital docente en el alumnado de Grado de Educacion Infantil y Primaria mediante el modelo del “Marco Comun de Competencia Digital Docente” del INTEF (2017b). La metodologia seguida ha sido de caracter cuantitativo observacional. Para ello, se ha utilizado un cuestionario online basado en dicho modelo, en el que han participado un total de 117 estudiantes de 4o curso de los Grados de Maestro en Ed. Infantil y Ed. Primaria de la Facultad de Educacion de Albacete. Los resultados adquiridos muestran un nivel basico en las areas estudiadas en ambas titulaciones tanto al inicio como al final del grado. Finalmente, se concluye que se hace necesaria la formacion en TIC en los titulos del Grado para la adaptacion de los futuros maestros y maestras a las necesidades del alumnado de Educacion Infantil y Primaria. EnglishNowadays, digital competence in the initial training is essential since elementary students are often in touch with ICT. Therefore, it would be advisable that future teachers finish the degree with optimal digital competence. This study aims at analyzing teachers’ digital competence in students of teacher training degrees through the INTEF model (2017) “Common Framework for Teachers’ Digital Competence”. We followed a quantitative and observational methodology. For this purpose, an online questionnaire based on this model was used and 117 students participated. These students were mainly 4th year Early-Childhood and Primary Education students in the Faculty of Education. The results achieved show a basic level in the areas studied both in Early-Childhood and Primary, as well as at the beginning and end of their Education. To conclude, the inclusion of ICT training is necessary in training future Early-Childhood and Primary teachers in order to satisfy the needs of their students.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45812625","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":"Huellas de los estudiantes en las plataformas virtuales. Aplicación para evaluar una metodología de aprendizaje activo.","authors":"Iglesia Villasol, María Covadonga de la","doi":"10.6018/REIFOP.22.3.371341","DOIUrl":"https://doi.org/10.6018/REIFOP.22.3.371341","url":null,"abstract":"espanolLa orientacion del sistema educativo espanol hacia escenarios de ensenanza-aprendizaje que traspasan los muros de las aulas fisicas hacia plataformas virtuales, abre canales asincronicos de aprendizaje, y lleva a replantearse como aprenden los estudiantes, que usos hacen de las plataformas virtuales, como se interrelacionan con ellas y entre si, y como adquieren conocimientos y desarrollan competencias. El trabajo aborda la implementacion de la metodologia Aprendizaje Basado en un Proyecto Docente (ABPD) a traves del analisis descriptivo de los usos y registros estadisticos, que a modo de huella, dejan los estudiantes en cursos presenciales en el campus virtual, plataforma moddle. Para ello se establecen, segun una rubrica prefijada, unos marcadores que identifican los avances en el proceso de aprendizaje, y se complementa con informacion de cuestionarios ad-hoc, asi como las calificaciones obtenidas y sus correlaciones. A modo de caso se presentan resultados descriptivos de un grupo acumulado de estudiantes del Master de Formacion del Profesorado, en la especialidad de Economia y Administracion de Empresas de la UCM, que permiten definir tipologias diversas en su aproximacion a los materiales, con patrones diferenciados de aprendizaje segun las brechas digitales. EnglishThe orientation of the Spanish educational system towards teaching-learning scenarios that transcend the walls of physical classrooms towards virtual platforms, opens asynchronous learning channels, and leads to rethinking how students learn, what uses they make of virtual platforms, how they interrelate with them and with each other, and how they acquire knowledge and develop competences. The work addresses the implementation of the Learning Based on a Teaching Project (ABPD) methodology through the descriptive analysis of the uses and statistical registers, which as a footprint, leave the students in face-to-face courses in the virtual campus, moddle platform. For this purpose, markers that identify progress in the learning process are established, according to a prefixed rubric, and supplemented with information from ad-hoc questionnaires, as well as the grades obtained and their correlations. As a case, descriptive results are presented of an accumulated group of students of the Master's Degree in Teacher Training, in the specialty of Economics and Business Administration of the UCM, which allow to define different typologies in their approach to materials, with differentiated patterns of learning according to the digital gaps.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47032601","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":"Portomarín: the wounded memory of being uprooted","authors":"Belén María Castro Fernández, Ramón López Facal","doi":"10.6018/reifop.22.2.363841","DOIUrl":"https://doi.org/10.6018/reifop.22.2.363841","url":null,"abstract":"La educación patrimonial en el ámbito formal no suele incorporar las vivencias de las personas. Entrar en contacto con una comunidad que vive en conflicto con su patrimonio ofrece otra comprensión de ese legado. Para constatarlo, se ha realizado un estudio con un grupo de maestros en formación, de educación primaria. Se establecieron dos subgrupos para comprobar si la inmersión de uno de ellos en un espacio donde el patrimonio es una cuestión incómoda modifica sus percepciones sobre cómo enfocar la educación patrimonial (grupo experimental), frente al otro que no tiene esa experiencia (grupo de control). Se ha estudiado la localidad de Portomarín (Lugo), anegada en 1963 por un embalse, reconstruida con traslado de algunas arquitecturas y obligada a revisar su historia local y su identificación patrimonial. Se han utilizado métodos cuantitativos y cualitativos para analizar cambios de percepciones y diferencias discursivas entre quienes tuvieron contacto con el escenario de referencia y los que no. Los resultados parecen confirmar que la aproximación a un contexto problemático desarrolla la capacidad de empatía y argumentación crítica del futuro docente, y modifica su consideración sobre cómo enfocar su práctica profesional.\u0000 Formal heritage education does not usually incorporate people’s experiences. Coming into contact with a community which lives in continual conflict with its own heritage offers a different perspective of that legacy. In order to verify this, a study was carried out with a group of trainee primary education teachers. Two subgroups were formed, one of which (the experimental group) was immersed in a place with an uncomfortable heritage issue in order to ascertain whether their perceptions were modified in comparison to the other group (the control group), which did not have this experience. The study was carried out in the town of Portomarín (Lugo), which was flooded in 1969 due to the construction of a dam and rebuilt on higher ground with some buildings being transferred brick by brick. As part of this process, the residents of the town were forced to revise their local history and their identification with their own heritage. Both quantitative and qualitative methods have been used to analyse changes in perceptions and differences in discourse between those who came into contact with the area in question and those who did not. The results appear to confirm that contact with a problematic context develops the capacity for empathy and critical argumentation of trainee teachers and modifies their idea of how to approach the practice of their profession.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335041","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":"Modeling and estimation of the rate of impact of educational research on teaching practice","authors":"Elisabet de los Ángeles Díaz Costa, Antonio Fernández Cano, Tarik Faouzi Nadim, Christian Caamaño Carrillo","doi":"10.6018/reifop.22.2.351671","DOIUrl":"https://doi.org/10.6018/reifop.22.2.351671","url":null,"abstract":"En este artículo se abordarán dos temas relevantes; el primero de ellos se refiere a las causas que explicarían el bajo impacto de la investigación educativa (IE) en la práctica docente (PD) y el segundo, relacionado con la generación de un índice que mida el impacto que tiene la investigación sobre la docencia usando el índice de Fornell. \u0000Para lo anterior, se contempló una muestra de 179 individuos, 62 universitarios y 117 docentes no universitarios. Mediante un análisis secundario, y producto de la utilización de ecuaciones estructurales, se identifica un modelo que mostró que la percepción sobre el diagnóstico del impacto de la investigación educativa sobre la práctica de los docentes (IE-PD), explicaba en forma directa la comprensión del fenómeno impacto. El índice de impacto de la IE-PD fue de un 60,23% en contra, que muestra una tendencia de los docentes a considerar no sustantivo el aporte de la Investigación Educativa para su práctica docente.\u0000 This article will discuss two important subjects. The first is the model of the impact of educational research on teaching practice. The second is the creation of an index that measures the impact of educational research on teaching practice, using structural equation modeling. \u0000This study looked at a sample of 179 individuals, of which 62 were university teachers and 117 were non-university teachers. Through a secondary analysis of the data, the different stages of construct validity were developed and structural equation modeling, obtaining a model covered by three constructs represented by 15 items. The model showed that the perception of the diagnosis of the impact of educational research on the practice of teachers directly explained the understanding of the impact phenomenon. The impact index EI-PD was 60.23%, showing that teachers do not substantially consider the contribution of educational research on teaching practice.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.22.2.351671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335420","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":"The history of Portugal in Elementary Education classrooms. Shape patriots or educate citizens?","authors":"José Armas Castro, Ana Isabel Moreira, C. Maia, Jorge Conde Miguélez","doi":"10.6018/reifop.22.2.369521","DOIUrl":"https://doi.org/10.6018/reifop.22.2.369521","url":null,"abstract":"Se ofrecen resultados de una investigación cualitativa de tipo fenomenológico sobre la educación histórica en las aulas del 2º ciclo de Educación Básica del distrito de Porto, en el norte de Portugal. El objetivo es verificar si la historia de Portugal que se enseña contribuye a reforzar una identidad nacional tradicional y excluyente o a formar ciudadanos activos, participativos y críticos. Los datos se recogieron utilizando una entrevista a 6 profesores de historia y un cuestionario a 91 estudiantes de centros educativos públicos y privados. Siguiendo las recomendaciones de la Grounded Theory y utilizando la herramienta Atlas.ti se construyen categorías de análisis para caracterizar tres enfoques epistemológicos y didácticos (tradicional, innovador y crítico) que guían las prácticas de los profesores de historia, y se analiza la estructura y el contenido de las narrativas de los estudiantes sobre la historia de Portugal utilizando las tipologías narrativas de Jörn Rüsen. Los resultados indican que el profesorado comparte enfoques innovadores de enseñanza con una carga importante de lo tradicional y escasos trazos críticos. Las narrativas de los estudiantes ponen de manifiesto el predominio de las tipologías tradicional y ejemplar con escasos ejemplos críticos y genealógicos.\u0000 Results of a qualitative research of phenomenological type on historical education in the classrooms of the 2nd cycle of elementary education of the district of Porto, in the north of Portugal, are offered. The aim is to check whether the history of Portugal being taught contributes to reinforce a traditional and exclusive national identity or to educate active, participatory and critical citizens. The data was collected using an interview to 6 history teachers and a questionnaire to 91 students from public and private schools. As the Grounded Theory recommends and using the Atlas.ti tool, analysis categories have been constructed to characterize three epistemological and didactic approaches (traditional, innovative and critical) that guide the practices of history teachers, and the structure and content of students' narratives about the history of Portugal is analyzed using the narrative typologies from Jörn Rüsen. The results indicate that teachers share innovative teaching approaches with a heavy burden of traditional and few critical traits. The students' narratives show the predominance of traditional and exemplary typologies with few examples of critical and genealogical.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.22.2.369521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335048","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":"Practicum Evaluation of Degrees of Teaching in Primary and Childhood Education in Teruel (Spain) in the face of a coordinated management experience between the university and the educational administration","authors":"Adrián Ponz Miranda, Alberto Abarca Sos, Rosario Marta Ramo Garzarán","doi":"10.6018/reifop.22.2.344671","DOIUrl":"https://doi.org/10.6018/reifop.22.2.344671","url":null,"abstract":"El Prácticum es considerado como un proceso esencial en la formación del futuro docente. En este trabajo se muestra la valoración ejercida por los tres agentes participantes, maestros/as, estudiantes y profesorado universitario, tras un acuerdo de mejora organizativa entre la administración educativa y la universidad. Los estudiantes valoran mejor la labor realizada por su maestro/a tutor/a que la ejercida por su profesor/a tutor/a universitario/a. Los/as maestros/as tutores/as y el profesorado universitario solicitan un mayor reconocimiento (incentivos) por parte de las instituciones responsables, administración educativa y universidad, que deben proporcionar más medios si realmente desean mejorar la formación de nuestro profesorado. Practicum is seen as an essential part of the training of future teachers. This paper shows the results of an assessment of the whole module following an on-line survey involving the three participating agents (i.e. school teachers, students and university lecturers). This was inspired by a joint endeavour to enhance and strengthen the communication and cooperation between the educational administrations and the university. Students value the work done by their school mentor better than that of their university mentor. Both school and university mentors ask for greater recognition (incentives) from the responsible institutions, educational administration and university, all of which must provide more means if they really want to improve the training of pre-service teachers.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.22.2.344671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335399","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":"Evaluation research of teaching materials for political and citizen education through historical contents","authors":"Joaquín Prats, Concha Fuentes moreno, M. Sabariego","doi":"10.6018/reifop.22.2.370051","DOIUrl":"https://doi.org/10.6018/reifop.22.2.370051","url":null,"abstract":"El siguiente artículo presenta los primeros resultados de la investigación titulada “Desarrollo de la formación sociopolítica para una ciudadanía democrática: diseño e implementación de materiales didácticos en Ciencias Sociales (I+D EDU 2015-65621-C3-3-R)” realizada por el grupo DHIGECS de investigación en Didáctica de las Ciencias Sociales de la Universitat de Barcelona. Partiendo del análisis de investigaciones precedentes, se incide en el papel fundamental que debe tener el conocimiento histórico en la construcción de la dimensión social y ciudadana en los estudiantes. Para ello, se diseñaron materiales didácticos con ese objetivo, que fueron aplicados en centros escolares y analizados mediante un proceso observacional y un análisis cualitativo de los registros con el programa QSRNVIVO 12. Los resultados muestran la relación que se establece entre el uso de metodologías indagativas en el aula de historia, y el desarrollo de capacidades cognitivas que permiten un mejor desarrollo de la dimensión política y ciudadana.\u0000 The following article introduces the first results of the research entitled \"Development of sociopolitical training for a democratic citizenship: design and implementation of didactic materials in Social Sciences (R & D EDU 2015-65621-C3-3-R)\" carried out by the DHIGECS research group in Social Science Didactics at the University of Barcelona. Based on the analysis of previous research, the fundamental role that historical knowledge should have in the construction of the social and citizen dimension in students is emphasized. For this, didactic materials were designed with this objective, which were applied in schools and analyzed through an observational process and a qualitative analysis of the records, with the QSRNVIVO 12 program. The results show the relationship established between the use of active methodologies in the history classroom and the development of cognitive abilities that allow a better development of the political and citizen dimension.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.22.2.370051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335108","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":"Psychological needs, motivation and emotional intelligence in Physical Education","authors":"Sebastián Fierro Suero, B. J. Almagro, Pedro Saénz-López Buñuel","doi":"10.6018/reifop.22.2.345241","DOIUrl":"https://doi.org/10.6018/reifop.22.2.345241","url":null,"abstract":"La motivación y la inteligencia emocional son dos constructos con gran importancia en educación, ya que ayudan a mejorar el aprendizaje y el bienestar del alumnado. El objetivo principal fue analizar la relación entre las necesidades psicológicas básicas, la motivación, la inteligencia emocional, la satisfacción con la vida y el rendimiento académico en clase de educación física (EF). Se utilizó una muestra de 343 alumnos Educación Secundaria Obligatoria con edades comprendidas entre los 11 y los 17 años (M = 13.78; DT = 1.28). Los instrumentos utilizados fueron: la adaptación al contexto educativo español de la Escala de Medición de las Necesidades Psicológicas Básicas, la Escala de Locus Percibido de Causalidad en EF, el Cuestionario de Inteligencia Emocional, la Escala de Satisfacción con la Vida y la última calificación para medir el rendimiento académico. Los resultados mostraron correlaciones positivas entre las necesidades psicológicas, los tipos de motivación más autodeterminados, la inteligencia emocional y posibles consecuencias como el rendimiento académico o la satisfacción con la vida. A su vez, la desmotivación se asoció con niveles más bajos en las variables de estudio en la línea de la teoría de la autodeterminación. Además, las necesidades psicológicas básicas se mostraron como predictoras de los tipos de motivación más autodeterminados y de la inteligencia emocional. Estos resultados señalan la importancia de las necesidades psicológicas básicas que podrán mejorar la motivación y aspectos emocionales de los alumnos, teniendo esto a su vez consecuencias sobre rendimiento académico o el bienestar psicológico\u0000 Motivation and emotional intelligence are very important in education, because they help to improve the learning and well-being of students. The main aim was to analyze the relationship between basic psychological needs, motivation, emotional intelligence, satisfaction with life and academic performance in physical education. A sample of 343 students from secondary education, aged between 11 and 17 years, was used (M = 13.78; DT = 1.28). The instruments used were: Psychological Needs in Exercise Scale, Perceived Locus of Causality Scale, Emotional Quotient inventory: Young Version, Satisfaction with Life Scale and the last course grade to measure the academic performance. The results showed positive correlations and predictive power between basic psychological needs, self-determined motivation types, emotional intelligence and possible consequences such as academic performance or satisfaction with life. At the same time, demotivation was associated with lower levels in the variables of study in the line of the self-determination theory. Furthemore, the psychological basic needs were shown as predictors of the self-determined motivation types and the emotional intelligence.  These results indicate the importance of the basic psychological needs that will improve motivation and emotional aspects of the students, what can cause ","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.22.2.345241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335411","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":"THE MAZE: Gamifying the concept of identity","authors":"Daniel Hurtado Torres, Núria Gil Duran, Carlos Aguilar Paredes","doi":"10.6018/reifop.22.2.370351","DOIUrl":"https://doi.org/10.6018/reifop.22.2.370351","url":null,"abstract":"El presente trabajo expone el proceso de diseño, implementación y evaluación de la unidad didáctica «The Maze: Nosotros y ellos», elaborada por miembros del grupo de investigación DHiGeCs de la Universidad de Barcelona. Se trata de una aplicación basada en la Gamificación como estrategia didáctica y cuyos núcleos temáticos son la identidad y la diferencia, orientada a la asignatura de Ciencias Sociales y al trabajo de la competencia social y ciudadana. Su desarrollo ha requerido la reinterpretación de materiales históricos desde la óptica del juego, invitando a la reflexión y al debate sobre el «Nosotros y ellos», desde un punto de vista cohesionador, cívico y tolerante con la diversidad. Con el Learning Management System llamado Classcraft como recurso adicional, se han incorporado elementos de juego a las actividades propias de la práctica educativa, con los que el alumnado interactúa a través de avatares personalizados. El aprendizaje significativo que se consigue “dentro del laberinto” es destacable por la emoción y el entusiasmo de seguir las normas del juego. La investigación evaluativa realizada en diferentes centros de educación secundaria ha ofrecido unos resultados satisfactorios, destacando un incremento en la motivación y el compromiso, tanto por parte del alumnado como del profesorado implicado.\u0000 The current work shows the design process, implementation and evaluation of the didactic unit \"The Maze: Us and them\", developed by members of the research group DHiGeCs of the Universidad de Barcelona. This is an implementation based on Gamification as a didactic strategy, whose thematic core are identity and difference, oriented to the Social Sciences subject and the work of social and civil competency. Its development has required to reinterpret historical materials from the point of view of the game, leading to think and debate about \"Us and them\", from a cohesive, tolerant with diversity and civic approach. With the Learning Management System called Classcraft as additional resource, game elements have complemented the educational practice activities, with which the students interact through personalized avatars.The significant learning acquired \"inside the labyrinth\" is remarkable by the excitement and enthusiasm to follow the rules of the game. The evaluation research carried out in different secondary schools has offered satisfactory results, highlighting an increase in motivation and commitment both by the students and the teachers involved.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.22.2.370351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71335117","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}