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FORMACIÓN EDUCATIVA, INVESTIGACIÓN E INNOVACIÓN EN DOCENTES UNIVERSITARIOS: PRECEPTO CRÍTICO CONTEMPORÁNEO
Paideia Pub Date : 2021-02-02 DOI: 10.31381/paideia.v11i1.3906
George Argota-Pérez, Rina Álvarez Becerra, Jorge A. García-Ceccarelli, María D.R. Bendezú-Acevedo, P. C. Castillo-Romero, Josefa B. Pari-Olarte, Karim L. Roca-Vásquez, Edgar M. Gutierres-Ramos, César A. Peñaranda-Calle
{"title":"FORMACIÓN EDUCATIVA, INVESTIGACIÓN E INNOVACIÓN EN DOCENTES UNIVERSITARIOS: PRECEPTO CRÍTICO CONTEMPORÁNEO","authors":"George Argota-Pérez, Rina Álvarez Becerra, Jorge A. García-Ceccarelli, María D.R. Bendezú-Acevedo, P. C. Castillo-Romero, Josefa B. Pari-Olarte, Karim L. Roca-Vásquez, Edgar M. Gutierres-Ramos, César A. Peñaranda-Calle","doi":"10.31381/paideia.v11i1.3906","DOIUrl":"https://doi.org/10.31381/paideia.v11i1.3906","url":null,"abstract":"El objetivo del estudio fue analizar la formación educativa, investigación e innovación en docentes universitarios mediante un precepto crítico contemporáneo. Se indica que, la dinámica social está sustentada sobre patrones e indicadores analíticos de cambios, experiencias de actores involucrados, además, del criterio valorativo por parte de especialistas en el tipo de método y creación de teorías sobre las prácticas acumuladas durante los acontecimientos de fenómenos, procesos, sucesos o eventos que resultan relevantes como la demostración de supuestos. La formación educativa, investigación e innovación en docentes universitarios requiere de comportamientos exhaustivos y reflexión crítica profunda durante la construcción evaluativa de hechos y trasmisión de verdaderos conocimientos que sean aceptables para la sociedad demostrando, cambios sociales en la manera de pensar y actuar. \u0000Palabras claves: competencia profesional – formación universitaria – modelo de competencia –pensamiento educativo","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90163954","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: 0
Psychometric Properties of the Brazilian Version of the Revised Illness Perception Questionnaire for Healthy Women (IPQ-RH) 巴西版健康妇女疾病知觉问卷(IPQ-RH)的心理测量学特征
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327e3103
Rebeca Veras de Andrade Vieira, J. B. Sbicigo, Maria Júlia Armiliato, E. K. Castro, M. Figueiras
{"title":"Psychometric Properties of the Brazilian Version of the Revised Illness Perception Questionnaire for Healthy Women (IPQ-RH)","authors":"Rebeca Veras de Andrade Vieira, J. B. Sbicigo, Maria Júlia Armiliato, E. K. Castro, M. Figueiras","doi":"10.1590/1982-4327e3103","DOIUrl":"https://doi.org/10.1590/1982-4327e3103","url":null,"abstract":"Abstract The Common Sense Model refers to the association between disease perception and health behaviors. This study aimed to analyze the psychometric properties of the Revised Illness Perception Questionnaire for Healthy People - (IPQ-RH) in healthy women about breast cancer. A total of 321 women participated, with a mean age of 55.72 years old (SD = 10.75), users of Basic Health Units. Confirmatory factor analyzes (CFAs) were carried out and the McDonald’s Omega and Cronbach’s alpha coefficients were calculated. The results of the CFAs confirmed the structure of seven factors for the IPQ-RH (CFI = .92; TLI = .91; RMSEA = .03; SRMR = .06) and of two factors for the subscale of causes of the disease (CFI = .97; TLI = .97; RMSEA = .00; SRMR = .05). The instrument’s reliability was, in general, satisfactory. The IPQ-RH has appropriate psychometric properties to investigate the illness perception in healthy women.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228621","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
Career Adaptability in the 9th Year: Efficacy of an Intervention in Two Consecutive School Years 九年级职业适应:连续两学年的干预效果
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327e3132
C. Carvalho, M. C. Taveira, Rodolfo Augusto M. Ambiel
{"title":"Career Adaptability in the 9th Year: Efficacy of an Intervention in Two Consecutive School Years","authors":"C. Carvalho, M. C. Taveira, Rodolfo Augusto M. Ambiel","doi":"10.1590/1982-4327e3132","DOIUrl":"https://doi.org/10.1590/1982-4327e3132","url":null,"abstract":"Abstract The program Eu Pertenço ao Meu Futuro! (I Belong to My Future!) has evidence of effectiveness in the career adaptability of 9th-year Portuguese students. This study evaluates its effectiveness in two consecutive school years, 2015/16 and 2016/17 - a period with a series of government changes that impacted school educational projects. This study was conducted with 2,376 students (1201 (50.5%) boys; age M = 14.53 years; SD = .836), 1138 of whom were randomized into the experimental group and 816 in the control group. Data were collected by means of the Adaptability Scale, administered in a pre- and posttest with a seven-weeks interval, and treated using the MANOVA. The intervention achieved the expected results regarding confidence and control in 2016/17. The program had different effects in the two school years, reaching more favorable outcomes in the second year, which may be explained by contextual factors and the intervention process.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228883","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: 0
Communicative Function of Pointing and Expressive Vocabulary Acquisition 指的交际功能与表达性词汇习得
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327e3117
Juliana Prieto Bruckner, Eliene Novais Costa, C. Cardoso-Martins
{"title":"Communicative Function of Pointing and Expressive Vocabulary Acquisition","authors":"Juliana Prieto Bruckner, Eliene Novais Costa, C. Cardoso-Martins","doi":"10.1590/1982-4327e3117","DOIUrl":"https://doi.org/10.1590/1982-4327e3117","url":null,"abstract":"Abstract There is evidence of a strong association between the pointing gesture and early vocabulary acquisition. This study examined the extent to which this association is moderated by the communicative function of children’s pointing. A total of 35 children participated in the study. Their use of the pointing gesture and their expressive vocabulary were assessed at 13 and 18 months using the Early Social Communication Scales and the MacArthur-Bates Communicative Development Inventory, respectively. The results of multiple linear regression analyses indicated that variations in the frequency of declarative pointing at 13 months significantly contributed to variations in vocabulary size at both 13 and 18 months, independently of variations in maternal education. In contrast, variations in the frequency of imperative pointing did not concurrently or longitudinally correlate with children’s vocabulary sizes. These results suggest that the relation between pointing and early vocabulary acquisition is moderated by the communicative function of the pointing gesture.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228930","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
Incremental Validity between the Wartegg and Rorschach tests (R-PAS) 华特格测验与罗夏测验的增量效度
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327E3106
Fernando Pessotto, Ricardo Primi
{"title":"Incremental Validity between the Wartegg and Rorschach tests (R-PAS)","authors":"Fernando Pessotto, Ricardo Primi","doi":"10.1590/1982-4327E3106","DOIUrl":"https://doi.org/10.1590/1982-4327E3106","url":null,"abstract":"Abstract Incremental validity indicates how much a measure can add prevision to a criterion, more than what can be previewed by other sources of data. In other words, it means how an instrument can complement and aid on information comprehension derived from another. The objective of the study was to verify evidence of incremental validity between the Wartegg and the Rorschach tests (R-PAS). A total of 40 subjects with ages varying between 21 to 70 years participated, divided into two groups, one composed by schizophrenia diagnosis and another, by subjects with a history of psychiatric diseases. Everybody responded to the Rorschach and Wartegg tests. The results indicated predictive capacity among the instruments of 75% for the variable Formal Quality, 98% for Movement and 100% for Content. New studies are suggested about validity evidences with larger samples as well as the analysis of other variables, not explored in this study.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228187","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: 0
The Working Memory as Predictor of Performance in Arithmetic of Brazilian Students 工作记忆对巴西学生算术成绩的预测作用
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327e3119
Fernanda David Vieira, Denise Oliveira Ribeiro, Heitor Blesa Farias, P. M. Freitas
{"title":"The Working Memory as Predictor of Performance in Arithmetic of Brazilian Students","authors":"Fernanda David Vieira, Denise Oliveira Ribeiro, Heitor Blesa Farias, P. M. Freitas","doi":"10.1590/1982-4327e3119","DOIUrl":"https://doi.org/10.1590/1982-4327e3119","url":null,"abstract":"Abstract Working memory (WM) is a predictor of school learning. This study aimed to investigate the predictive power of verbal and non-verbal working memory (WM) on students’ performance in arithmetic. 126 children between 6 and 11 years old participated in the research. The instruments were: School Performance Test, Raven’s Colored Progressive Matrices, Corsi Block-tapping Test, and Digits Subtest. The results showed strong and positive correlations of school performance with fluid intelligence r = 0.64, with verbal WM and non-verbal WM, both with r = 0.51 (p < 0.001). After multiple linear regression, it was found that the performance in visuospatial WM was a strong predictor for arithmetic, an effect not found for reading. The regression showed that WM explains 38% of the variance for arithmetic. It is concluded that WM has an expressive contribution to school performance, being more specific the contributions of visuospatial WM for arithmetic.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228987","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
Psychometric Properties of the Psychological Capital Scale in the Student Context (PsyCap-S) 学生情境下心理资本量表(PsyCap-S)的心理测量特征
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327e3123
Fabíola Rodrigues Matos, A. L. De Andrade
{"title":"Psychometric Properties of the Psychological Capital Scale in the Student Context (PsyCap-S)","authors":"Fabíola Rodrigues Matos, A. L. De Andrade","doi":"10.1590/1982-4327e3123","DOIUrl":"https://doi.org/10.1590/1982-4327e3123","url":null,"abstract":"Abstract The resources provided by psychological capital can contribute to the successful academic performance of students, as well as to overcome obstacles and achieve established goals. There is an absence of a Brazilian instrument to measure psychological capital in students. Thus, this study aimed to develop and to seek evidence for the validity and accuracy of the psychological capital scale in the student context (PsyCap-S). The research was conducted based on two studies, with 697 students in each. In both samples the majority was composed of females who intended to enter undergraduate studies. The results indicated the validity and reliability of a structure of four dimensions (resilience, hope, self-efficacy, and optimism). Theoretical and practical dimensions of using the instrument are discussed, as well as implications for intervention in the context of the studies.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67229078","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
Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices 包容性教师教育中教师自我效能感的来源
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327E3109
Bárbara Amaral Martins, M. C. M. Chacon
{"title":"Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices","authors":"Bárbara Amaral Martins, M. C. M. Chacon","doi":"10.1590/1982-4327E3109","DOIUrl":"https://doi.org/10.1590/1982-4327E3109","url":null,"abstract":"Abstract Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228248","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
Transformations in the Family System after the Birth of a Child with Disability 残疾儿童出生后家庭制度的转变
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327e3124
J. BUCHER-MALUSCHKE, Rosilda Alves de Oliveira, J. Silva, Carlos Manoel Lopes Rodrigues
{"title":"Transformations in the Family System after the Birth of a Child with Disability","authors":"J. BUCHER-MALUSCHKE, Rosilda Alves de Oliveira, J. Silva, Carlos Manoel Lopes Rodrigues","doi":"10.1590/1982-4327e3124","DOIUrl":"https://doi.org/10.1590/1982-4327e3124","url":null,"abstract":"Abstract The arrival of a child with disability causes changes in the family structure and dynamics. The objective of this study was to identify the parents’ reactions after the transmission of the diagnosis of disability of their child and its repercussions on the family. A semi-structured interview was carried out with three couples with a child, which identified the profile and the transformations in the family system. The data analysis, with the aid of the IRaMuTeQ program (lexographic analysis and Descending Hierarchical Classification), resulted in the classs/categories: birth and mourning, pregnancy and care, routine and overload, spirituality and intrafamily relationships. The transformations in the family dynamics provoked feelings of mourning, overload of the couples, the need for a support network and, in some cases, the connection with spirituality. In conclusion, there is a need for interprofessional and intersectoral research in view of the communication of the diagnosis and the changes throughout the life of the family.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228634","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
Selfie Narratives Made by Young People 年轻人的自拍叙事
Paideia Pub Date : 2021-01-01 DOI: 10.1590/1982-4327E3111
Isis Patricia Soares da Silva, Daniel Kupermann
{"title":"Selfie Narratives Made by Young People","authors":"Isis Patricia Soares da Silva, Daniel Kupermann","doi":"10.1590/1982-4327E3111","DOIUrl":"https://doi.org/10.1590/1982-4327E3111","url":null,"abstract":"Abstract This study aimed to investigate the phenomenon of selfies on social networks, identifying the meanings produced by young people about their selfies and seeking to expand the understanding about this type of photography. Structured interviews were conducted with 15 college students between 18 and 28 years old that were analyzed through “applied psychoanalysis”. The participants chose personal selfies and justified their publication on social networks. The interviews pointed to multiple meanings interacting with each other. Five narrative categories were created to reflect on the elements that appeared privileged in the interviewees’ speech. The results showed aspects little or not discussed in the literature on the subject, revealing the plurality of meanings that exist in selfies. Thus, this study broadens the interpretation about the use that young people make of social networks and contributes with new insights to the work on this theme in contemporary clinical practice.","PeriodicalId":38841,"journal":{"name":"Paideia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67228783","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
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