Revista Internacional de Educacion para la Justicia Social最新文献_第7页

Narrativas Emocionais de Estudantes do Ensino Superior em Tempos de Quarentena 隔离时期高等教育学生的情感叙述

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-21 DOI: 10.15366/riejs2020.9.3.023

Catarina Sobral, A. Caetano

{"title":"Narrativas Emocionais de Estudantes do Ensino Superior em Tempos de Quarentena","authors":"Catarina Sobral, A. Caetano","doi":"10.15366/riejs2020.9.3.023","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.023","url":null,"abstract":"Times of crisis are complex periods where dynamics coexist that accentuate difficulties, but also that create opportunities for individual and collective overcoming, in the sense of greater equity and social inclusion. With the Covid-19 pandemic, changes were introduced in our lives. In Portugal, universities closed and replaced the 2nd semester classroom classes with synchronous and asynchronous virtual classes. This situation was initially thought to be transitory, but remained until the end of the 2019/20 school year. As teachers of a group of 2nd year students in the Education and Training course at the Institute of Education, within the scope of the Emotional Competences curricular unit, we proposed to students to write narratives of their daily lives to include in their portfolios. In this article, we analyze those related to the periods of confinement and post-confinement, which allow us to perceive experiences and difficulties experienced by students over time, what emotions emerged, the regulatory strategies to deal with these difficulties, as well as the lessons learned, namely with regard to the development of emotional skills. They consider that this situation constituted a restriction on their freedoms, but also an opportunity to develop self-regulatory strategies, deepening dimensions relevant to their personal and academic path.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565655","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

Impact of Faculty and Student Readiness on Virtual Learning Adoption amid Covid-19 Covid-19期间教师和学生准备程度对虚拟学习采用的影响

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-21 DOI: 10.15366/riejs2020.9.3.021

Mohammad Rokibul Kabir

{"title":"Impact of Faculty and Student Readiness on Virtual Learning Adoption amid Covid-19","authors":"Mohammad Rokibul Kabir","doi":"10.15366/riejs2020.9.3.021","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.021","url":null,"abstract":"The deadly effect of Covid-19 has changed the world dramatically. The education sector is one of the worst sufferers due to the official closures of educational institutions worldwide. The government of Bangladesh has declared all the on-campus activities shut in March 2020. This paper explains the effect of faculty and student readiness in adopting virtual classes considering the mediating effect of technology adoption intention. Teachers and students from private and public universities in Bangladesh are surveyed for this research. The findings revealed that the private universities are well ahead of providing online education as their faculty and students are ready with logistics and mindset to adopt technology-based virtual learning while the public university stakeholders are yet to initiate it. It is concluded that the lack of readiness of public universities will create a massive gap between public and private university education and rural and urban students as well. The proposed model of this research can help the policymakers and the government in formulating policy guidelines for bringing all the students and teachers on virtual education platforms irrespective of their university affiliations.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66985806","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

Adaptación de las Metodologías Activas en la Educación Universitaria en Tiempos de Pandemia 在大流行时期调整大学教育的积极方法

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-21 DOI: 10.15366/riejs2020.9.3.022

Inmaculada Gómez-Hurtado, M. García-Rodríguez, Inmaculada González Falcón, José Manuel Coronel Llamas

{"title":"Adaptación de las Metodologías Activas en la Educación Universitaria en Tiempos de Pandemia","authors":"Inmaculada Gómez-Hurtado, M. García-Rodríguez, Inmaculada González Falcón, José Manuel Coronel Llamas","doi":"10.15366/riejs2020.9.3.022","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.022","url":null,"abstract":"La investigación realizada tiene por objetivo conocer, analizar y describir el proceso de adaptación de las metodologías didácticas activas ante el cambio de la docencia presencial a la docencia online, las actitudes del profesorado y sus valoraciones en torno a la experiencia vivida durante la pandemia del Covid-2019. La metodología de investigación ha sido cualitativa, realizando un estudio multicaso en cuatro grupos de estudiantes de grado y posgrado en la Universidad de Huelva. Las materias y grupos fueron seleccionados intencionalmente por estar basadas en metodologías activas, y estrategias y actividades prácticas para atender a la diversidad del alumnado, basándose así en los principios de la justicia social. El artículo plantea dilemas y alternativas de tres docentes universitarias en el desarrollo de la docencia ante la sobrevenida pandemia. Los resultados muestran valoraciones positivas por parte del profesorado, aunque se analizan también las dificultades. Destacan un aumento en su formación docente y una evolución efectiva en su desarrollo profesional, además de incrementar su labor investigadora centrada en la docencia. Las metodologías activas utilizadas presencialmente se han sustituido por otras estrategias y recursos didácticos que han permitido una docencia virtual basada en un proceso de enseñanza-aprendizaje activo y enriquecedor para todos los estudiantes.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49329959","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: 22

Cierre de Escuelas en Contextos Vulnerables desde la Perspectiva de los Orientadores: Impacto en Zonas Rurales 从辅导员的角度看脆弱环境下的学校关闭:对农村地区的影响

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-19 DOI: 10.15366/riejs2020.9.3.020

Carlos Monge, Patricia Gómez Hernández, Teresa Jiménez Arenas

{"title":"Cierre de Escuelas en Contextos Vulnerables desde la Perspectiva de los Orientadores: Impacto en Zonas Rurales","authors":"Carlos Monge, Patricia Gómez Hernández, Teresa Jiménez Arenas","doi":"10.15366/riejs2020.9.3.020","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.020","url":null,"abstract":"El sistema educativo, al igual que otros ámbitos, se está viendo alterado como consecuencia del Covid-19. Una de las medidas más destacadas es el cese de la actividad presencial en las aulas y su sustitución por la educación a distancia, derivando en un gran impacto en sectores vulnerables, entre los que se encuentran los centros rurales y la atención a la diversidad en la España vaciada. El principal objetivo de esta investigación fue describir y comprender cómo los orientadores escolares de zonas rurales percibían el impacto que tiene la situación sanitaria del Covid-19 en los procesos de enseñanza-aprendizaje. Para ello, se desarrollaron entrevistas como técnica de recogida de información para comprender y dar voz a los orientadores de los Centros Rurales Agrupados de la Provincia de Guadalajara, con el fin de profundizar en los cambios producidos en estas escuelas rurales. Los principales resultados apuntaron que, aunque la adaptación a la virtualidad se ha realizado, fueron muchas las barreras que separaban al sector rural de las grandes áreas urbanas, siendo una vez más una zona castigada y limitada en cuanto a recursos disponibles. En este sentido, se han de dar propuestas concretas para este sector que garanticen una educación de calidad para todos.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42180443","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: 9

Percepciones Docentes sobre los Efectos de la Brecha Digital en la Educación Básica durante el Covid -19 新冠疫情期间教师对数字鸿沟对基础教育影响的看法

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-18 DOI: 10.15366/riejs2020.9.3.017

S. Montenegro, Esther Raya, Fermín Navaridas

{"title":"Percepciones Docentes sobre los Efectos de la Brecha Digital en la Educación Básica durante el Covid -19","authors":"S. Montenegro, Esther Raya, Fermín Navaridas","doi":"10.15366/riejs2020.9.3.017","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.017","url":null,"abstract":"El confinamiento en el hogar como consecuencia del Covid-19 ha dado lugar a un protagonismo especial a las TIC, revelándose como un factor clave para hacer efectivo el derecho a una educación básica de calidad. Este trabajo tiene como objetivo analizar desde la perspectiva del profesorado el impacto de la brecha digital en el logro de los resultados de aprendizaje. El diseño metodológico es de carácter cuantitativo, utilizando la técnica de encuesta a una muestra de 252 docentes de la Comunidad Autónoma de La Rioja (España). Los resultados indican que el cumplimiento de los objetivos académicos tiene relación directa con el acceso a las tecnologías y éste con el nivel adquisitivo de las familias. Si bien estos factores son importantes, no parecen resultar suficientes para comprender los efectos de la brecha digital en la educación en tiempos de pandemia. Para ello, es necesario considerarlos de forma interrelacionada junto a la acción compleja de otros factores como son las propias características del alumnado (grado de autonomía, motivación), la competencia digital de los agentes educativos implicados (alumnado, profesorado, familias) o las condiciones estructurales y organizativas de la Administración (actuación coordinada de las Consejerías con competencias en materia de Educación y Servicios Sociales).","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241209","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: 35

Réplicas en Redes Sociales que Denuncian Desigualdades de la Estrategia #AprenderDigital en Tiempos de Covid-19 社交媒体上谴责新型冠状病毒时代数字学习策略不平等的反驳

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-18 DOI: 10.15366/riejs2020.9.3.018

Edwar Camilo Lopera-Zuluaga

{"title":"Réplicas en Redes Sociales que Denuncian Desigualdades de la Estrategia #AprenderDigital en Tiempos de Covid-19","authors":"Edwar Camilo Lopera-Zuluaga","doi":"10.15366/riejs2020.9.3.018","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.018","url":null,"abstract":"El Ministerio de Educación colombiano publicita en redes sociales la estrategia #AprenderDigital para contrarrestar el cierre masivo de escuelas por el covid-19. No obstante, la ciudadanía hace réplica inconforme a esta homogénea iniciativa. Esta investigación de enfoque cualitativo pretende, primero, clasificar en categorías de análisis las réplicas ciudadanas realizadas a las publicaciones del Ministerio Nacional de Colombia en Twitter y Facebook bajo la etiqueta #AprenderDigital. Segundo, discutir, en el marco de las réplicas ciudadanas, las expresiones de desigualdad educativa exacerbadas por la estrategia digital, además, de ofrecer algunas lecciones aprendidas para la política educativa digital pospandemia en Colombia. El método implicó recuperar las réplicas ciudadanas y los datos con apoyo del software de análisis cualitativo Atlas ti. Las réplicas fueron clasificadas en tres categorías: 1. Réplicas de acceso. 2. Réplicas curriculares. 3. Exhortaciones. Hacia el final, discutimos sobre la fortaleza del estudio para ratificar la desigualdad educativa en tiempos de covid-19, la homogeneidad de las políticas educativas de emergencia que niegan las diferencias, reflexionamos sobre las necesarias políticas de subjetividad y aportamos algunas reflexiones sobre la dirección de las políticas digitales pospandemia. Por último, valoramos la fertilidad que significa recuperar réplicas en redes sociales para la investigación en ciencias sociales.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171220","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: 3

Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento 家庭和教师：禁闭期间学习的保障

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-12-18 DOI: 10.15366/riejs2020.9.3.019

David Hortigüela-Alcalá, Ángel Pérez-Pueyo, M. López-Aguado, Jesús Manso-Ayuso, J. Fernández-Río

{"title":"Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento","authors":"David Hortigüela-Alcalá, Ángel Pérez-Pueyo, M. López-Aguado, Jesús Manso-Ayuso, J. Fernández-Río","doi":"10.15366/riejs2020.9.3.019","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.019","url":null,"abstract":"The closure of schools in Spain has meant an immediate adaptation on how to guarantee learning. Teachers have had to adapt immediately to a digital teaching environment and families have had to deal with their children's virtual tasks with guarantees. This study has two objectives: a) to analyze the variables related to the relationship between the family, the schools and the teachers, as well as their problems in supporting the students; b) to analyze the effect that the teaching model used by the teacher has in the monitoring of virtual education. A quantitative methodology was used with an ex post facto descriptive design by survey, in which 3700 teachers and 5867 families from all over Spain participated. The main difficulties have been found in the lack of support from the administration and in the training of teachers in digital competence. The need to work on the autonomy and self-regulation of students was also highlighted, and there were also significant differences in terms of the teaching model (centred on content versus competence) of the teachers.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43071031","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: 17

Universitarios y Confinamiento. Factores Socio-personales que Influyen en sus Niveles de Ansiedad y Empatía 大学生和禁闭。影响他们焦虑和同理心水平的社会-个人因素

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-28 DOI: 10.15366/riejs2020.9.3.016

Tatiana Íñiguez-Berrozpe, Raquel Lozano-Blasco, Alberto Quílez-Robres, Alejandra Cortés Pascual

{"title":"Universitarios y Confinamiento. Factores Socio-personales que Influyen en sus Niveles de Ansiedad y Empatía","authors":"Tatiana Íñiguez-Berrozpe, Raquel Lozano-Blasco, Alberto Quílez-Robres, Alejandra Cortés Pascual","doi":"10.15366/riejs2020.9.3.016","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.016","url":null,"abstract":"The closure of educational centers, including universities, and the order of a state of alarm, with the consequent lockdown of the population, has affected all children, adolescents and young people in Spanish territory. However, while the understandable concern for the emotional state of children has been evident by institutions and society in general, less attention has received the mental health of confined university students. In this article, we explore the levels of anxiety and empathy in a sample of n = 124 university students, residents of Aragon, using the Beck-II Depression Inventory (BDI-II) and Baron-Cohen y Wheelwright's Empathy Quotient (EQ) scales), and the socio-personal factors that are influencing them during the state of alarm. To do this, after a preliminary descriptive analysis and through correlations, we apply a structural equation model (SEM). The results show, on the one hand, that the sex of the interviewee, the type of household (people with whom they live) and the increase in TV consumption influence anxiety levels. On the other hand, empathy levels are conditioned by the mother's work situation during confinement and having to help other people outside the home.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43798369","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

Atención y Cuidado de la Primera Infancia en México: Un Reto para la Equidad de Género 墨西哥的幼儿护理:对性别平等的挑战

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.007

Claudia Alaníz-Hernández

{"title":"Atención y Cuidado de la Primera Infancia en México: Un Reto para la Equidad de Género","authors":"Claudia Alaníz-Hernández","doi":"10.15366/riejs2020.9.2.007","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.007","url":null,"abstract":"This paper seeks to reflect on the early childhood care policies in Mexico. It is based on analysis of the National Strategy for Early Childhood Care (ENAPI, 2020) by President Andres Manuel Lopez Obrador’s government, within the framework of the establishment of the compulsory Initial Education for Mexican Childhood. Methodologically, Mueller & Surel's (1998) dimensions for public policies analysis are considered: a) Decision making, b) Rules and c) interactions. Childhood rights conception, its care and the implications it has on gender inequality are expressed on those policies. Among the findings was found National of Early Childhood Attention Strategy in Mexico is characterized by its heterogeneity and fragmentation, in addition it has a familiarity bias, without recognizing that child care on the early years has become an inequality factor, strongly linked to power relations and gender with this a conservative vision subsists which places children's care to the scope of the private life reproducing gender stereotypes that end up affecting equity in a contradictory way by reaffirming responsibility quasi natural and primordial of women in child care, thereby limiting their economic autonomy.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43252250","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

La Interseccionalidad como Herramienta de Análisis del Fracaso Escolar y del Abandono Educativo: Claves para la Equidad 交叉性作为分析学校失败和辍学的工具：公平的关键

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.013

R. Vázquez

{"title":"La Interseccionalidad como Herramienta de Análisis del Fracaso Escolar y del Abandono Educativo: Claves para la Equidad","authors":"R. Vázquez","doi":"10.15366/RIEJS2020.9.2.013","DOIUrl":"https://doi.org/10.15366/RIEJS2020.9.2.013","url":null,"abstract":"The purpose of this paper is to analyse school failure and dropping out from an intersectional perspective. The qualitative research has been the methodological positioning assumed, with ad hoc information collection strategies and from which it has been possible to face the analysis process. The results allow to identify the matrix of domination that is configured from the various systems of domination that play a key role in the concurrence of school failure and dropping out. The four domains of which it is composed are addressed: structural, disciplinary, interpersonal and hegemonic. It concludes with the evidence that intersectionality allows us to situate ourselves in the devices that define and cause inequalities and injustices, or on the contrary, provoke experiences and situations of privilege. Incorporating the intersectionality tool for the analysis of school failure and dropping out allows us to reinforce the idea that they are not neutral, static and immanent. Intersectionality, as a tool for critical analysis, it is our ally to fight for the rights of those who are excluded, discriminated against, marginalized with an educative project, social and political, committed to the common good, equity and social justice.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237673","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: 3