Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 15, Núm. 4 (2012)

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https://hdl.handle.net/10201/53328
La formación del profesorado: una perspectiva múltiple

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    El análisis de la interacción en el aula en el marco del trabajo por proyectos
    Gómez Jové, Judit; Navarro Sierra, José Luis; Jové Monclús, Glória
    This work is the result of a study submitted for the Diploma of Advanced Studies at the University of Lleida. Its purpose was to identify and analyze how the skills and basic skills from curriculum access are specified when you apply the Project "Alber: an instrument for diversity attention in the classroom."The participants have been 4 year old students and the classroom teacher of school Princep de Viana in Lleida, a school with a high number of immigrant pupils. For its development, has been carried out an observational study, based on the analysis of interaction in the classroom, using a protocol of analysis that has been used in previous works in the Spanish context. This study was carried out in parallel with the observation and recording skills and abilities to access the curriculum that make up the project Alber.The results obtained allow us to assert that the analysis of interaction in the classroom is a valid tool to investigate educational practice.
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    Evaluación de un modelo de formación inicial de profesores para su adaptación al EEES. Incidencia del Portafolio
    Oliveras Contreras, María Luisa; Agudo Navío, Noelia
    After developing an innovative program to bring a course of university education, initial teacher training, to the EHEA, by applying our Emerging Instructional Model MED, including new methodologies and learning tasks to achieve new goals, we show the results of research concerning the evaluation of MED by a group of students who participated in the implementation of the model. The methodology is qualitative, including quantitative data. The results indicate the success of the MED for the professional competencies: reflective practitioner, cooperative work and interdisciplinary creativity, aims to integrate the EHEA.
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    Análisis de las necesidades de la formación docente para contextos pluriculturales
    Bernabé Villodre, María del Mar
    In order that an intercultural programming turns out to be a feasible debit to possess educational equipment adequately formed, that could answer to the elements understood in the educational legislation. For this positive development, it becomes necessary that the teacher possesses the pedagogic necessary abilities and shows positive attitudes that favor the integration of the culturally minority pupil. It has split of three basic elements in order that the teachers could develop an intercultural educational competition and, from them, one has proposed an educational specific and different formation for the familiar area of the learner, indispensable in the process of attainment of the intercultural abilities.
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    Diferentes percepciones sobre evaluación formativa entre profesorado y alumnado en formación inicial en educación física
    Martínez Muñoz, Luis Fernando; Castejón Oliva, Francisco Javier; Santos Pastor, María Luisa
    El objetivo del estudio es comprobar si hay diferencias en la opinión que tienen estudiantes y profesorado sobre la evaluación formativa en la formación inicial de educación física en la universidad. Se ha aplicado un cuestionario entre el profesorado (16 profesores de dos universidades) y entre el alumnado (89 alumnos y 41 alumnas de esas titulaciones). Los resultados muestran que los estudiantes reclaman una evaluación práctica, coherente y sencilla; mientras que los profesores buscan un mayor compromiso de los estudiantes y de la institución. Se precisan cambios en la evaluación para que haya coherencia en la formación.
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    Coaching en el desarrollo profesional docente. Fases formativas y procesos metodológicos de investigación
    Jiménez Cortés, Rocío
    This paper presents an analysis of ten empirical research based in the process of coaching as effective strategy in the professional development of teachers. The coaching is a new approach based on research and an systematically supported learning. This approach is an important theme for the teachers awareness and the teachers practical thought. The findings provide: a) a classification of the diverse modalities of coaching in the teacher education y b) training stages and methodological processes of coaching. This revision of scientific literature provides a conceptual, theoretical and practical base for further studies to build a knowledge base on this topic.