Espiral-Cuadernos del Profesorado最新文献

{"title":"Activities in the natural environment and experiential methodology as tools for the integral development of individuals | Las actividades en el medio natural y la metodología experiencial como herramientas para el desarrollo integral de los individuos","authors":"L. M. Saldaña, V. Gómez, L. Talavera, V. Encinas","doi":"10.25115/ECP.V13I27.3451","DOIUrl":"https://doi.org/10.25115/ECP.V13I27.3451","url":null,"abstract":"ResumenLos procesos de enseñanza-aprendizaje se pueden desarrollar en contextos diversos y con metodologías educativas diferentes, pero no todas ellas, ni todos los espacios, tienen el mismo potencial para conseguir que los estudiantes adquieran los conocimientos tratados ni para lograr un desarrollo de todas sus capacidades (físicas, cognitivas, psicológicas). Esta es la base desde la que surge el siguiente estudio. El objetivo principal es comparar los beneficios que se producen en los estudiantes en relación a los procesos de enseñanza-aprendizaje y a su desarrollo integral, en función del aula y de la metodología educativa empleada. Para ello, se han pasado dos cuestionarios, uno después de las sesiones en aula y otro después de las sesiones prácticas en el medio natural, a un grupo de 124 estudiantes de la asignatura de Actividades en el Medio Natural, de la Facultad de Ciencias de la Actividad Física y del Deporte-INEF de Madrid. A la vista de los resultados, destacan el 17,05% de diferencia entre la adquisición de aprendizajes tras las sesiones en la naturaleza en comparación con las sesiones en aula. Se concluye que las actividades en el medio natural, llevadas a cabo con una metodología experiencial, suponen mayores beneficios en cuanto al grado de conocimientos adquiridos y en cuanto al desarrollo de competencias sociales y personales de los participantes.AbstractThe teaching-learning processes can be developed in diverse contexts and with different educational methodologies. But not all of them, and not all the spaces, have the same potential to achieve that the students acquire the treated knowledge or to achieve a development of all their skills (physical, cognitive, psychological). This is the basis from which the following study arises. The main objective is to compare the benefits produced in students in relation to the teaching-learning processes and their integral development, depending on the classroom and on the educational methodology used. For this purpose, two questionnaires were given, one after the classroom sessions and the other after the practical sessions in the natural environment, to a group of 124 students of the subject of Activities in the Natural Environment, of the Faculty of Sciences of Physical Activity and Sports-INEF of Madrid. The results highlight the 17.05% difference between learning acquisition after sessions in nature compared to classroom sessions. It is concluded that activities in the natural environment, carried out with an experiential methodology, represent greater benefits in terms of the degree of knowledge acquired and in terms of the development of social and personal skills of the participants.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82106954","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":"After nearly a decade of Bolonia, have we really improved teaching quality? | Tras casi una década de Bolonia, ¿realmente hemos mejorado la calidad de la enseñanza?","authors":"R. Barba-Martín, Alejandra Hernando-Garijo, David Hortigüela-Alcalá, Gustavo González-Calvo","doi":"10.25115/ECP.V13I27.3186","DOIUrl":"https://doi.org/10.25115/ECP.V13I27.3186","url":null,"abstract":"ResumenEl estudio pretende contrastar las percepciones entre docentes y discentes de las titulaciones de educación en relación a la implantación del Espacio Europeo de Educación Superior (plan Bolonia) en España. Un total de 15 estudiantes de la primera promoción del Grado de Maestro de Educación Primaria de la Universidad de Burgos y 12 profesores con experiencia docente en la misma titulación, tanto en los antiguos planes de la Diplomatura de Magisterio como en los actuales de Grado accedieron a participar. Se empleó una metodología cualitativa, verificando de manera exhaustiva las percepciones de los participantes tras su vivencia personal. Se llevaron a cabo dos grupos de discusión estructurados, uno para los estudiantes y otro para el profesorado. Se observa cómo los estudiantes perciben grandes diferencias entre asignaturas y entre los docentes, sobre todo en los procedimientos de evaluación, la metodología aplicada y el aprendizaje para ser futuros docentes. Por otro lado, los profesores manifiestan que el plan Bolonia no ha conllevado tantos cambios como se pretendían, en parte por el elevado número de estudiantes y la escasa formación permanente. Se concluye la falta de estructura y funcionamiento que regula el plan Bolonia bajo el criterio de estudiantes y profesorado.AbstractThe study aims to contrast the perceptions between teachers and students of education degrees in relation to the implementation of the European Higher Education Area (Bologna plan) in Spain.  A total of 15 students of the first class of bachelor’s degree in elementary education from the University of Burgos and 12 teachers with teaching experience in the same studies, both in the previous degree and in the current. A qualitative design has been used to verify exhaustively participants’ perceptions of their personal experience. Two structured discussion groups were conducted, one for students and one for teachers. They showed how students perceive major differences between subjects and teachers regarding assessment procedures, methodology used and learning acquired to be future teachers. On the other hand, teachers expressed that the Bologna plan has not brought many changes, partly because of the high number of students and the little training. It is concluded the lack of structure and functioning which regulates the Bologna plan according to both, students and teachers.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89821652","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":"Factores de éstres y ansiedad en el arbitraje de deportes de equipo: una revisión sistemática | Stress and anxiety factors in team sports refereeing: a systematic review","authors":"M. Gómez-López, S. Angosto, José Francisco Ponce","doi":"10.25115/ecp.v13i26.2734","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2734","url":null,"abstract":"Mientras que la ansiedad ha sido objeto de estudio frecuentemente en muestras de deportistas y entrenadores, no lo ha sido tanto en el contexto de los árbitros. El objetivo del presente estudio fue realizar una revisión sistemática de la literatura existente en los últimos cinco años sobre el estrés y/o la ansiedad en el arbitraje en deportes de equipo. Se realizó una búsqueda en Scielo, MEDLINE, PsycARTICLES, PsycINFO, Psychology and Behavioral Sciences Collection, PSICODOC, Scopus y Web of Science (WoS). La búsqueda identificó un total de 138 artículos, de los cuales solo 12 de ellos fueron incluidos. Los resultados de estos artículos demostraron que el estrés es sufrido por todos los árbitros independientemente de su grado de experiencia, que las mujeres sufren más estrés que los hombres, que los árbitros sufren más estrés fuera del campo que dentro del terreno de juego, que la toma de decisiones puede verse afectada por ambientes extremos de calor y humedad y que para evitar que todos estos factores afecten en el rendimiento del árbitro es necesario establecer un programa de entrenamiento de habilidades psicológicas.AbstractWhile anxiety has been studied frequently in samples of athletes and coaches, it has not been so in the context of referees. The objective of the present study was to conduct a systematic review of the literature existing over the past five years on stress and/or anxiety in refereeing in team sports. Scielo, MEDLINE, PsycARTICLES, PsycINFO, Psychology and Behavioral Sciences Collection, PSICODOC, Scopus and Web of Science (WoS) were searched. The search identified a total of 138 articles, of which only 12 were included. The results of these articles showed that stress is suffered by all referees regardless of their level of experience, women suffer more stress than men, referees suffer more stress off the field than on the playing field, decision making can be affected by extreme environments of heat and humidity and to prevent all these factors from affecting the performance of the referee it is necessary to establish a psychological skills training programme.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90754423","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":"Emociones y Autismo: Respuesta educativa a sus necesidades | Emotions and Autism: Educational response to your needs","authors":"Alba Hernández Núñez, José Antonio Camacho Conde","doi":"10.25115/ecp.v13i26.2665","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2665","url":null,"abstract":"Introducción: Las diferentes teorías que tratan de esclarecer la etiología del trastorno del espectro autista (TEA) evidencian la dificultad de este colectivo para desarrollar la inteligencia emocional. Esta capacidad que constituye una de las múltiples inteligencias del ser humano, merece especial consideración por ser la habilidad que nos permite comprender, gestionar y reconocer las emociones, autogestionar nuestra conducta y dirigir las relaciones sociales. Material y Método: La investigación pone el foco de interés en el alumnado con autismo de entre 3 y 16 años. Su finalidad es conocer cuáles son las necesidades emocionales más significativas de este grupo en el ámbito escolar y familiar, así como proporcionar una respuesta a las mismas desde ambos contextos. Para lograr este propósito se ha realizado un estudio descriptivo mediante un cuestionario dirigido a padres y otro a educadores. Resultados: Los resultados obtenidos ratifican las dificultades de los alumnos para desarrollar las competencias que integran la inteligencia emocional. Destacan especialmente, el ínfimo conocimiento de las emociones secundarias, las dificultades en atención global o el nivel de desarrollo inferior de la empatía y el juego simbólico. Conclusión: Se refleja la necesidad de forjar un compromiso común, por parte de toda la comunidad educativa, para ofrecer una respuesta inclusiva y de calidad a la par que continuar desarrollando nuevas líneas de investigación.AbstractIntroduction: The different theories that try to clarify the aetiology of the Disorder of the Autistic Spectrum, ASD, evince the difficulty of this group to develop the Emotional Intelligence. This capacity that constitutes one of the multiple intelligences of the human being deserves special consideration for being the ability that allows us to understand, manage and recognize emotions, motivate oneself and direct social relations. Material and Method: This study put the focus of interest on students between 3 and 16 years with Autism Spectrum Disorder in order to know what their most significant emotional disagreements are in the school and family environment. To achieve this purpose, a descriptive study has been carried out through a questionnaire addressed to parents and another to educators. Results: The results confirm the difficulties of the group to develop one of the eight-intelligences of the human being. Conclusion: In the same way, it reflects the need to forge a common commitment, by the entire educational community, to be able to offer an inclusive and quality response while continuing to develop new lines of research.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80940765","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":"Mindfulness y educación: ¿consumismo, tecnología o práctica transformadora? | Mindfulness and education: consumerism, technology or transformative practice?","authors":"Cornelio Águila Soto","doi":"10.25115/ecp.v13i26.2739","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2739","url":null,"abstract":"En contraste con la actual tendencia a priorizar la función instrumentalista de la educación, estamos asistiendo al resurgimiento del interés por su función no cognitiva, la atención a la educación afectiva-emocional del alumnado, y la incorporación a la agenda educativa de rasgos no cognitivos que orienten la educación hacia el desarrollo personal y social. En este sentido, numerosas intervenciones basadas en mindfulness en el ámbito educativo han mostrado beneficios tanto al profesorado como al alumnado en las dimensiones cognitiva, emocional y social. Sin embargo, diversos autores han denunciado el uso de una práctica superficial de mindfulness orientada a fines instrumentales y pragmáticos que ignora sus fundamentos éticos y políticos, con el consecuente empobrecimiento de su potencial transformador. El objetivo de este artículo es analizar críticamente estos usos instrumentales de mindfulness respecto a su significado y fundamentos originales, como un proceso de adaptación a la cultura moderna (particularmente, su conversión en objeto de consumo y/o en una tecnología neoliberal), para, finalmente, realizar una propuesta que integra la atención plena en el sistema educativo como práctica transformadora, respetando su esencia y naturaleza ontológica a través de una educación hacia el desarrollo de la consciencia del ser humano.AbstractIn contrast to the current tendency to prioritize theinstrumentalistfunction of education, we are witnessing the resurgence of interest in its non-cognitive function, attention to the affective-emotional education of students, and the incorporation of non-cognitive traits into the educational agenda that guides education towards personal and social development. In this sense, numerous interventions based on mindfulness in the educational field have shown benefits both to teachers and students in the cognitive, emotional and social dimensions. However, various authors have denounced the use of a superficial practice of mindfulness oriented to instrumental and pragmatic ends that ignores its ethical and political foundations, with the consequent impoverishment of its transforming potential. The objective of this article is to criticallyanalysethese instrumental uses of mindfulness regarding its meaning and original foundations, as a process of adaptation to modern culture (particularly, its conversion into an object of consumption and/or a neoliberal technology),to finally, make a proposal that integrates mindfulness in the educational system as a transformative practice, respecting its essence and ontological nature through an education towards the development of the consciousness of the human being.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87113211","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":"La educación y el despertar de la consciencia | Education and awakening of consciousness","authors":"Rafael A. Pulido Moyano","doi":"10.25115/ecp.v13i26.3042","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.3042","url":null,"abstract":"Este trabajo gira en torno a una pregunta y una respuesta. La pregunta es acerca de cuál debería ser el sentido último de la educación y la respuesta apunta hacia la dimensión espiritual del ser humano. Tanto la pregunta como la respuesta son recurrentes en la historia de la pedagogía, no así la forma en que van a presentarse aquí, pivotando sobre la consciencia y sobre una teoría sobre el desarrollo humano, la llamada “teoría integral” de Ken Wilber, donde la consciencia es el núcleo central. Se describen tres tipos de “ataques” contra la consciencia dentro de la institución escolar: a) las dinámicas del curriculum oculto, b) la no promoción explícita de la autorreflexividad y c) la exclusión de cualquier aproximación “espiritual” a la consciencia. Igualmente, se describe a grandes rasgos una propuesta para reconfigurar el sentido de la educación a partir de la teoría integral de Ken Wilber, presentada como un interfaz entre el estado actual de las cosas y la deseable incorporación a los sistemas educativos de distintas tradiciones de sabiduría.AbstractThis work revolves around a question and an answer. The question is about what should be the ultimate meaning of education and the answer points to the spiritual dimension of the human being. Both the question and the answer are recurrent in the history of pedagogy, but not so the way they are going be addressed here, pivoting on consciousness and on a theory about human development, the so-called \"integral theory\" by Ken Wilber, where consciousness is the core element. Three types of \"attacks\" against consciousness within the school institution are described: a) the dynamics of the hidden currículum, b) the lack of explicit promotion of self-reflexivity and c) the exclusion of any \"spiritual\" approach to consciousness. Likewise, a proposal to reconfigure the meaning of education from Ken Wilber's integral theory is described in broad strokes. It is suggested that this theory can act as a interface between the current state of things and the desirable incorporation into the educational systems of different traditions of wisdom.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86638257","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":"Inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario | Emotional intelligence and social skills in the disruptive behavior of secondary school students","authors":"María Emilia Colichón Chiscul","doi":"10.25115/ecp.v13i26.2679","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2679","url":null,"abstract":"La investigación tiene por objetivo determinar la influencia de la inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario. Se trabajó con una muestra de 210 estudiantes del nivel secundario de la Institución Educativa PNP Alipio Ponce Vásquez del Cercado de Lima que fueron seleccionados de forma probabilística. La técnica que se utilizó fue la encuesta y los instrumentos de recolección de datos fueron cuestionarios para medir las variables en estudio. Para determinar la confiabilidad se utilizó el Coeficiente Alfa de Cronbach. Para el análisis de datos se empleó el programa estadístico SPSS, versión 19, con el cual se realizó estadística descriptiva e inferencial, mediante análisis multivariado para la comprobación de la asociación entre las variables de estudio. Se concluye según la prueba de Nagelkerke una dependencia porcentual de 31.6%, de influencia de la inteligencia emocional y las habilidades sociales en la conducta disruptiva; asimismo se indica un 70.9% de área bajo la curva COR; lo que implica que la inteligencia emocional y las habilidades sociales influyen en la conducta disruptiva de estudiantes del nivel secundario de la IE PNP Capitán Alipio Ponce Vásquez, año 2016.AbstractThe research aims to determine the influence of emotional intelligence and social skills on the disruptive behavior of secondary school students. We worked with a sample of 210 students of the secondary level of the Educational Institution PNP Alipio Ponce Vasquez of Cercado de Lima who were selected in a probabilistic manner. The technique used was the survey and the data collection instruments were questionnaires to measure the variables under study. To determine reliability, Cronbach's Alpha Coefficient was used. The SPSS statistical program, version 19, was used to analyze the data, with which descriptive and inferential statistics were used, using multivariate analysis to check the association between the study variables. A percentage dependenceof31.6%onthe influence of emotional intelligence and social skills on disruptive behavior is concluded according to the Nagelkerke test; likewise, 70.9% of the area under the COR curve is indicated; which implies that emotional intelligence and social skills influence the disruptive behavior of high school students of the IE PNP Captain Alipio Ponce Vásquez, 2016.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89107973","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":"Physical exercise and sedentary lifestyle: health consequences | Ejercicio físico y estilo de vida sedentario: consecuencias para la salud","authors":"D. Monteiro, S. Machado, J. Moutão, Teresa Bento, Anabela Vitorino, Susana Alves, F. Rodrigues, João Lucas Maciel de Lima, D. Teixeira, Eric Murillo-Rodríguez, L. Cid","doi":"10.25115/ecp.v12i25.2420","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2420","url":null,"abstract":"Perhaps the greatest barriers to achieving major advances in public health in the twenty-first century result from the paralysis of the pandemic paradigm or from the widespread inability to envision alternative or new models of thought. Human movement represents a complex behavior that is influenced by personal motivation, health and mobility problems, genetic factors, and the social and physical environments in which people live. These factors exert an influence on the propensity to engage in sedentary behaviors as well as physical activity. However, the biological, social and environmental pathways leading to sedentary behavior versus physical activity may be different. In addition, the health effects associated with sedentary behavior and physical activity may be the result of different biological mechanisms. Thus, our objective was to discuss the importance of physical exercise for health and the consequences of a sedentary lifestyle. Research on sedentary behavior has been growing; however, the evidence for its determinants is relatively sparse. More studies are needed to obtain more conclusive results, because it is fundamental to understand these complex relationships related to the practice and the acquisition of active and healthy lifestyles as opposed to a sedentary lifestyle.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82936540","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":"Diferencias en los estilos de vida de escolares españoles y migrantes | Lifestyle differences between Spanish national and migrant students","authors":"Raúl Jiménez Boraita, Josep Mª Dalmau Torres, Esther Gargallo Ibort, D. A. Alsina","doi":"10.25115/ecp.v12i25.2293","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2293","url":null,"abstract":"La población migrante constituye una parte importante de nuestra realidad social y escolar. Para favorecer su integración en el sistema educativo, es preciso conocer sus hábitos de vida. El objetivo del estudio fue analizarlos y compararlos con los de sus pares españoles. Se seleccionó una muestra representativa de alumnos de sexto de Educación Primaria de Logroño (La Rioja), obteniendo un total de 329 escolares de los 31 centros de la ciudad. Se les administraron cuestionarios de actividad física (PAQ-C), adherencia a la dieta mediterránea (KIDMED), características demográficas y hábitos de vida. También se valoró su composición corporal y condición física.  El alumnado migrante tenía un nivel socioeconómico y cultural más bajo, además de una menor asistencia al comedor y menor práctica de actividad deportiva organizada. A pesar de esto último, no hubo diferencias en los niveles de actividad física o en la capacidad aeróbica. Por otro lado, reportaron una menor adherencia a la dieta mediterránea, sin embargo, no hubo diferencias en la composición corporal. Por último, pasaban más horas frente a la pantalla y dormían menos por la noche, variables que podrían estar relacionadas. Las intervenciones sanitarias y educativas deberían valorar estos resultados para favorecer la plena inclusión de la población migrante.AbstractThe immigrant population constitutes an important part of society in both social and educational contexts. In order to assist in the integration of migrants into the education system, it is crucial to understand their lifestyle habits. The objective of the present study was to analyze and compare lifestyle habits between migrants and their Spanish counterparts. A representative sample of 329 students attending the sixth year of primary school was recruited from 31 educational centers in the city of Logroño (La Rioja). Participants self-reported their physical activity (PAQ-C), adherence to the Mediterranean diet (KIDMED), demographic characteristics and lifestyle habits. Data for body composition and physical condition were also collected. Students from an immigrant background reported a lower socioeconomic status and cultural status, besides in reduced attendance to school dining rooms and reduce their engagement in physical activity. With regards to physical activity, there were no differences between Spanish national or migrant students in levels of physical activity or in aerobic capacity. On the other hand, migrant students did report a lower adherence to the Mediterranean diet. Despite this finding, no differences in body composition were reported. Finally, immigrant students reported a higher screen time and slept fewer hours per night, outcomes which could be intrinsically related. The findings of the present research have implications for the development of health and/or educative interventions for the complete integration of the immigrant population.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78775374","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 libro de texto de música: perspectiva del profesorado de educación secundaria | Textbooks for music education: secondary school teachers’ perspectives","authors":"Marta Alonso Vera, G. Nicolás","doi":"10.25115/ecp.v12i25.2367","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2367","url":null,"abstract":"El objetivo principal de este estudio es conocer la percepción de los docentes de música de Educación Secundaria acerca del uso del libro de texto. A tal fin, se ha optado por una metodología de estudio de caso, cuya muestra está formada por cinco profesores de diferentes centros educativos de la Región de Murcia. Para la recogida de datos se ha diseñado una entrevista estructurada en cuatro secciones que aporta información sobre los datos personales, aspectos organizativo-didácticos, práctica docente e ideología. Tras la realización de un análisis descriptivo de los datos, los resultados revelan que la búsqueda de orientación y recursos es una de las principales razones por las que el profesorado opta por el uso del libro de texto. Por el contrario, la flexibilidad y la libertad de planificación son los argumentos esgrimidos por los docentes que no utilizan este recurso. Todos los profesores participantes consideran que las editoriales cuando diseñan sus materiales anteponen criterios de facturación a criterios pedagógicos. Asimismo, coinciden en que el futuro del libro de texto es incierto y auguran su desaparición a medio plazo.AbstractThis study main purpose is to know the music secondary teacher’s perception about using or not a textbook. With this goal a methodology of study cases is used, the sample is taken from five music teachers of different schools from Murcia. To recover database, a four-part interview was designed, providing some information about personal subjects, didactics organization, teaching practice, thinking and context. After analysing the database recollected, the evidence is searching orientation and didactic resources is the primary reason for textbook teacher’s user. On the other hand, non-user textbook teachers consider flexibility and freedom of planning as an advantage. All participant teachers take into account that publishing houses are more concerned about billing criteria than pedagogical aspects. Therefore, textbook’s future is uncertain, teachers even forecast its extinction.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78681368","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}