Revista de investigación educativa Vol.24, Nº 2 (2006)

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    Desarrollo de la escritura en un contexto multicultural. Una investigación etnográfica
    (Universidad de Murcia. Servicio de Publicaciones, 2006-07-01) Arroyo González, Rosario
    In this article, it is presented a part of a research carried out in a multicultural educational context where english language predominates. The main goal of this research was to describe the teaching processes of development of the written composition, for that it has been applied the methodology of case study. However this article is focused, especially, on the description of contextual variables, such as a) the students and teachers interaction, b) the supports stuff, c) the written tasks, d) the teacher orientation, and e) the learning environment.This article offers a methodological process of research and some technician-teaching conclusions about the development in written composition, but the main interest is in the fact that it want to be an object of intercultural reflection giving answer to two basic questions: how are the essentials social environmental elements that characterize the teaching processes, applied in the writing learning in a multicultural contexts? What answer does the interaction offer to the intercultural education challenges?
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    La docencia en Educación Secundaria como salida profesional para el alumnado universitario de humanidades y ciencias sociales: un estudio sobre intereses y motivos
    (Universidad de Murcia. Servicio de Publicaciones, 2006-07-01) Córdoba Alcaide, Francisco; Ortega Ruíz, Rosario; Pontes Pedrajas, Alfonso
    In this paper we describe the interest in teaching as a professional option by students of Humanities and Social Sciences as well as the reasons they choose it. The sample of this descriptive study is an extensive numbre of students registered in several years of History, Hispanic Philosophy and English Philology in the University of Cordoba. We asked the students to indicate their perceptions of teachin in Secondary Education as a professional option on a range of preference. Results will reveal that a high proportion of university students preceive teaching in Secondary Education as a professional option during the years in which they are doing their degrees, but the change from preferred to intermediate and unpreferred positions relates to a substantial qualitative difference with regard to the reason given.
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    Validación de un modelo de medida de la auto-eficacia en la toma de decisión de la carrera
    (Universidad de Murcia. Servicio de Publicaciones, 2006-07-01) Lozano, Sara
    The purposes of this research is to adaptate and validate a career decision-making self-efficacy scale based on Taylor and Betz (1983), Career Decision-making Self-Efficacy Scale. It is a Likert scale with 30 items, the process adaptation and validations included one expert studio, two pilot studios and a confirmatory research which is presented in this article. The measure model was validated with a sample of 2.783 Spanish students aged between 14 and 18. The scale has an Alpha 0.91 coefficient. After making an exploratory analysis and tests the five factors, we did a confirmatory analysis using the Structural Equation Model methodology, with AMOS 4.0 programme. The results of the study support the theoretical hypothesis on which the model is based. We have a valid scale to assess career decision-making self efficacy to be used by researchers and counsellors to deepen knowledge in career counselling field through the Career Social-Cognitive Theory. Implications for counselling and future research are also discussed.
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    La satisfacción laboral de los profesores en función de la etapa educativa, del género y de la antigüedad profesional
    (Universidad de Murcia. Servicio de Publicaciones, 2006-07-01) Anaya Nieto, Daniel; Suárez Riveiro, Jose Manuel
    This work tackles the study of job satisfaction differences between preschool, elementary, and secondary school teachers in terms of gender, years of experience and educational stage where they teach. Results, obteined on a wide sample of spanish teachers, show significative differences in terms of earlier categorical criterion. In summary form, secondary school teachers appear less satisfied than preschool or elementary school teachers; less experienced teachers have higher levels of satisfaction than more experienced teachers, and women appear more satisfied than men.