Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 22, Núm. 3 (2019)
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- PublicationOpen AccessDel simulacro a la realidad: mejora del rendimiento de los estudiantes ante el TFM a través de un proyecto de innovación docente(Universidad de Murcia, 2019) Fidalgo, Camino; Collado, Silvia; Senís, JuanMaster’s Thesis (TFM) is a difficult task for Master students. They face the writing and oral examination with anxiety, low levels of self-efficacy and a general lack of the necessary competencies for its correct execution. Our study reflects the results of a teaching innovation project aimed at reducing students’ anxiety and increasing their self-efficacy to face their TFM. Five theoretical-practical seminars were designed to improve student’s competences related to academic-scientific skills, both oral and writing ones. Through a pre-post experimental procedure, we evaluated students’ self-efficacy and levels of anxiety towards their TFM. In addition, students’ performance has been examined through a simulation of TFM and its subsequent oral defense. Our results show statistically significant differences between pre and post-intervention in all the aspects evaluated in the program. On one hand, participants obtained in their TFM when compared with the students of previous years which did not take part in this project. On the other hand, participants were more successful in completing their TFM and showed lower levels of anxiety after taking the seminars
- PublicationOpen AccessAnálisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as(Universidad de Murcia, 2019) Girón Escudero, Virginia; Cózar Gutiérrez, Ramón; González-Calero Somoza, José AntonioNowadays, digital competence in the initial training is essential since elementary students are often in touch with ICT. Therefore, it would be advisable that future teachers finish the degree with optimal digital competence. This study aims at analyzing teachers’ digital competence in students of teacher training degrees through the INTEF model (2017) “Common Framework for Teachers’ Digital Competence”. We followed a quantitative and observational methodology. For this purpose, an online questionnaire based on this model was used and 117 students participated. These students were mainly 4th year Early-Childhood and Primary Education students in the Faculty of Education. The results achieved show a basic level in the areas studied both in Early-Childhood and Primary, as well as at the beginning and end of their Education. To conclude, the inclusion of ICT training is necessary in training future Early-Childhood and Primary teachers in order to satisfy the needs of their students.
- PublicationOpen AccessAcción tutorial y tecnología: propuesta formativa en educación primaria(Universidad de Murcia, 2019) López Mayor, Cristian; Cascales-Martínez, AntoniaLa mayoría de los menores de edad hace uso diario de las tecnologías, por lo que abordar las competencias digitales desde la acción tutorial a través de la función orientadora de todos los docentes es fundamental. El objetivo es describir el conocimiento inicial de los docentes sobre el plan de acción tutorial, temáticas y las competencias digitales en acción tutorial. Para ello se ha diseñado e implementado una acción formativa ad hoc de forma telemática, en acción tutorial y tecnologías. Siendo la muestra 26 tutores de Educación Infantil y Primaria. Para la recogida de datos se diseñaron dos cuestionarios y una encuesta de satisfacción. Los resultados ponen de manifiesto que hay una actitud favorable hacia las competencias digitales y su inclusión en la acción tutorial, esta actividad formativa mejoró la competencia tecnológica dentro de la acción tutorial.
- PublicationOpen Access¿Qué profesional de la educación para qué escuela y para qué sociedad?(Universidad de Murcia, 2019) García Gómez, TeresaEste artículo, resultado de la revisión y reflexión teórica, responde a la pregunta que todo profesional de la educación debería formularse: qué ser humano se desea formar para qué sociedad. Si aspiramos a una sociedad más justa y más humana, una sociedad convivencial, constituida por sujetos libres y emancipados, que es el planteamiento de este trabajo, necesitamos formar docentes, desde la pedagogía crítica, como agentes de cambio e intelectuales transformadores para que contribuyan al desarrollo de escuelas democráticas. Es decir, docentes que configuren un currículum contrahegemónico en el marco de una organización participativa en colaboración con la comunidad, instancias y movimientos sociopolíticos.
- PublicationOpen AccessHuellas de los estudiantes en las plataformas virtuales. Aplicación para evaluar una metodología de aprendizaje activo.(Universidad de Murcia, 2019) Iglesia Villasol, María Covadonga de laThe orientation of the Spanish educational system towards teaching-learning scenarios that transcend the walls of physical classrooms towards virtual platforms, opens asynchronous learning channels, and leads to rethinking how students learn, what uses they make of virtual platforms, how they interrelate with them and with each other, and how they acquire knowledge and develop competences. The work addresses the implementation of the Learning Based on a Teaching Project (ABPD) methodology through the descriptive analysis of the uses and statistical registers, which as a footprint, leave the students in face-to-face courses in the virtual campus, moddle platform. For this purpose, markers that identify progress in the learning process are established, according to a prefixed rubric, and supplemented with information from ad-hoc questionnaires, as well as the grades obtained and their correlations. As a case, descriptive results are presented of an accumulated group of students of the Master's Degree in Teacher Training, in the specialty of Economics and Business Administration of the UCM, which allow to define different typologies in their approach to materials, with differentiated patterns of learning according to the digital gaps.