Browsing by Subject "Professional development"

Now showing 1 - 6 of 6
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    El potencial de los medios sociales en el desarrollo profesional permanente de la Educación Social. Análisis DAFO de “Educablog”
    (Universidad de Murcia, Servicio de Publicaciones, 2025) Rodríguez Torre, Iñigo; Pastor Andrés, David; Gezuraga Amundarain, Monike; Darretxe Urrutxi, Leire; Sin departamento asociado
    ‘Educablog’ is a professional space dedicated to Social Education with a significant impact on the network, with a trajectory since 2006 and more than 18,000 followers on Facebook and more than 7,000 on Twitter. The objectives of this research were to delimit its contributions to professional development and to define guidelines for its improvement. As for the method, this is a qualitative research in which 4 focus groups were carried out, which led to a SWOT analysis of the blog and the proposal of a series of guidelines for improvement. The Nvivo V.Release 1.5. software was used for data analysis developing an inductive-deductive categorial system. Among the results, the following were highlighted: the weakness in relation to the lack of attention to the diversity of the profession; the threat of the rapid and continuous changes of the virtual environment; the strength of recognition as a reference space and its important professional network; and finally, the opportunity to improve dissemination. With regard to the conclusions, guidelines for improvement are indicated and the impact of the space on shared professional learning and the visibility and generation of identity in the field of Social Education is highlighted.
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    Estrategias y recursos para el desarrollo de la cultura cooperativa entre profesorado y profesionales de la educación social en primaria
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2017) Castro Rodríguez, María Montserrat; GonÇalves, Daniela; Rodríguez Rodríguez, Jesús
    En este artículo planteamos la necesidad de que el profesorado y los educadores y las educadoras sociales desarrollen acciones reflexivas conjuntas, con el propósito de favorecer la implementación de procesos de intervención educativos cooperativos y apoyados en estrategias de desarrollo profesional. Igualmente se consideran las posibilidades que ofrecen estrategias como la narrativa y el portafolio con el fin de favorecer la construcción del conocimiento profesional de un modo compartido. Entendemos que la relevancia de las estrategias de desarrollo profesional se constituye en recursos potenciadores de la (re)conceptualización de la práctica profesional y, por tal motivo, como un recurso de crecimiento profesional (y personal).
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    La resolución de problemas como estrategia de desarrollo profesional docente: tensiones que se generan en el profesor
    (Universidad de Murcia. Servicio de Publicaciones, 2018) Perdomo Díaz, Josefa; Rojas, Cristóbal; Felmer, Patricio Luis
    Los programas de desarrollo profesional docente tienen como objetivo generar cambios en los profesores, en sus conocimientos, sus creencias o sus prácticas. Para que esos cambios se produzcan, la experiencia vivida en el programa de desarrollo profesional debe provocar que el profesor se cuestione aspectos relacionados con su profesión. En este artículo presentamos una estrategia de desarrollo profesional para profesores de matemática de todos los niveles educativos, centrada en el uso de la resolución de problemas, y mostramos un análisis de las tensiones que este tipo de estrategia provoca en los profesores participantes. Para ello se realiza el estudio de un caso, correspondiente a un taller denominado RPAula, realizado en Chile, con profesores de educación básica. Los resultados muestran que la participación en este taller provoca tensiones relacionadas con las expectativas que los profesores tienen hacia sus estudiantes, sus creencias acerca de la enseñanza y el aprendizaje y sus modelos de enseñanza de la matemática.
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    Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education
    (MDPI, 2022-12-21) Salmerón Aroca, Juan Antonio; Moreno Abellán, Pedro; Martínez de Miguel López, Silvia; Teoría e Historia de la Educación
    This research addresses teacher training at different generational stages, with the aim of analysing the training actions developed by school teachers and the intentionality of linking them to their professional development, in order to offer a broad perspective of the paradigm of smart schools, allowing for the adjustment of the quality of training to real demands. To this end, a systematic review of articles published between 2012 and 2022 in the main databases (WoS, Scopus, Eric, Dialnet, and Google Scholar) was carried out. After applying the inclusion criteria, 56 articles were selected and analysed following the PRISMA 2020 statement. The findings showed the interest and importance of initial, continuous, and lifelong learning among teachers as a driver of professional development. The results also showed that research is mostly focused on novice teachers and qualitative methodologies predominate, although this is limited to certain countries and specialised publications. However, generational differences were observed. While younger teachers are more highly trained in ICT, older teachers have a higher level of competence at a processual and relational level in the classroom. In conclusion, it should be noted that teacher training linked to professional development has an impact on school improvement, especially if it is carried out from an intergenerational collaborative perspective, and the acquisition of new skills.
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    ¿El tiempo garantiza el cambio en el profesorado? Estudio de un caso centrado en la evaluación de aprendizajes
    (2016-04-26) Vázquez-Bernal, Bartolomé; Jiménez-Perez, Roque; Mellado Jiménez, Vicente
    The article that we presented undertakes a longitudinal case study. We analyze the evaluation like investigation object, by following of a professor of secondary education of experimental sciences. We were interested in two complementary aspects: the reflective processes and the practice of classroom, under the theoretical scaffolding of the Complexity Hypothesis. We use a wide diversity of instruments of information collection: questionnaires, interviews, newspapers, audio of meetings, ethnographic recordings of classroom and registries. The category system includes four ambiences: object, purpose, participation and instruments of evaluation. Teacher´s resistance to cede power, through student self-assessment processes, is an essential part of the hard core practices of their theories. These findings are keys for the perspectives of professional development of the teacher.
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    University students’ perceptions of the impact of artificial intelligence in the business sector on their educational and professional development
    (Springer, 2025-08-29) León Gómez, Ana; Valls Martínez, María del Carmen; LLorente Muñoz, Virginia; Santos Jaén, José Manuel; Economía Financiera y Contabilidad
    Understanding students’ perceptions of Artificial Intelligence (AI) is crucial for integrating AI into education and aligning it with professional expectations. This study investigates how university students’ perceptions of AI influence their educational and professional development, a previously unexplored relationship, empha sizing the demand for AI training through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis on 725 students. The present research offers novel insights into the mediating effects of professional development and the nonlinear role of fear in shaping AI training demand. Findings indicate that students view AI implementation in companies as enhancing business performance through automation and optimized decision-making, thus improving learning and professional development opportunities. High-performing companies are seen as offering valuable internships and motivating students to enhance their skills, thereby increasing the demand for AI training. Students with prior AI knowledge feel more confident and require less additional training. Conversely, perceived risks associated with AI may incentivize academic engagement under certain conditions, but excessive fear may cause mental blocks, reducing participation in educational programs and interest in AI training. This study provides a comprehensive view of how students’ perceptions of AI affect their academic and professional paths. These findings offer concrete guidance for curriculum designers and educators aiming to foster AI literacy and pedagogical strategies aligned with technological transformation in business and education. It highlights the importance of educational strategies that incorporate realistic applications and limitations of AI, preparing students for the safe and effective use of technology in their careers. These findings emphasize the need to adapt curricula to the realities of AI in the future workplace.