Revista de investigación educativa Vol.29, Nº 1 (2011)

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    Editorial (Revista de Investigación Educativa, V. 29, N. 1, 2011)
    (Universidad de Murcia. Servicio de Publicaciones, 2011-01-17) Hernández Pina, Fuensanta
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    Perfil del alumnado universitario de Educación Infantil. Un estudio descriptivo desde los inicios del Espacio Europeo de Educación Superior hasta los Estudios de Grado (2006-2010)
    (Universidad de Murcia. Servicio de Publicaciones, 2011-01-17) Fernández-Molina, Milagros; González, Victoria; del Molino, Gemma
    Pre-primary education has undergone a significant development in Spain, where debates and administrative, educational and legislative changes have taken place. University degrees are also undergoing a process of renewal, mainly through the European convergence process, which has stimulated the development of innovation projects and the design of undergraduate studies. The aim of this study is to describe the initial profile and skills of students upon entering the University of Malaga (Spain) to study the degree of Early Childhood Education. To this end, first-year students answered surveys with questions on their expectations, skills, experience and motivation for university and Early Childhood Education as a degree and a profession. These surveys were administered in four consecutive academic years. We also explored the generational differences on the basis of the year of entry.
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    Competencias que debe tener un director académico universitario para la educación superior basada en competencias
    (Universidad de Murcia. Servicio de Publicaciones, 2011-01-17) Elizondo Montemayor, Leticia
    The profile of an academic director working in a Higher Education institution should be based on competences. This manuscript describes the role, responsibilities, fields of knowledge, abilities and habits, which a competence-based profile should be made up of, following a tri-circular model.The three areas of competence are: 1) Doing the right thing; 2) Doing things right; and 3) The right person doing the tasks. The first area includes five intellectual and technical competences: 1. Knowledge of the institution; 2. Awareness of strengths and weaknesses; 3. Knowledge of educational models; 4. Teacher training and student affairs; and, 5. Administrative abilities. The second area involves 3 intellectual, emotional, analytical and creative competences: 6. Understanding of the main principles; 7. Leadership and effective communication; 8. Critical thinking and decision making. The third area includes 2 personal competences: 9. Role of the AD; 10. Ethics and personal development. This paper describes the elements of these 10 competences.
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    Análisis de los estilos de aprendizaje y las TIC en la formación personal del alumnado universitario a través del cuestionario REATIC
    (Universidad de Murcia. Servicio de Publicaciones, 2011-01-17) Moya Martínez, María del Valle; Hernández Bravo, Juan Rafael; Hernández Bravo, José Antonio; Cózar Gutiérrez, Ramón
    This article analyzes the relationship between learning styles and the use of ICT in training university students. The study presents a quantitative approach and a non-experimental design. For this study, the REATIC questionnaire was designed and validated. After data collection, statistical tests and correlational studies were carried out in order to determine the relationship between a learning style, ICT, gender and university degree. The sample was made up of 146 second-year students of Pre-school and Primary Education studying in the Teacher Training School of Albacete (Spain). The results showed significant differences in favour of male students and in the Primary Education degree.
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    Una experiencia en la docencia de introducción a la economía, a través de tecnologías interactivas
    (Universidad de Murcia. Servicio de Publicaciones, 2011-01-17) Castro Nuño, Mercedes; Gómez-Calero Valdés, María de la Palma; Pablo-Romero Gil-Delgado, María del Pópulo; Sanz Díaz, María Teresa; Yñiguez Ovando, Rocío
    This paper describes the experience of research in teaching developed to improve motivation, interest and learning of students enrolled in "Introduction to Economics" for the first year in the Business Administration Degree at the University of Seville (Spain). This experience was about establishing a system of continuous assessment using the interactive response Educlick software. The use of this instrument has allowed not only the introduction of a periodic surveillance testing, but also the monitoring of student attendance and the definition of their level of participation.The results obtained are measured with regard to three learning parameters: class attendance (the use of a continuous assessment method generally improved class attendance), academic performance (the pass rate of the total number of students was 10 percentage points higher than those that went through the traditional final examination), and assessment of the new methodology (the students surveyed mostly preferred the electronic control response system).