Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 20, Núm. 1 (2017)
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Competencias, aprendizaje y reflexión docente
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- PublicationOpen AccessValidación inicial de un instrumento en construcción para evaluar la inteligencia emocional, como conjunto de habilidades, en una muestra de alumnos de educación secundaria(2017-01-16) Pulido Acosta, Federico; Herrera Clavero, FranciscoThe objective of this paper is to develop a questionnaire to assess Emotional Intelligence (EI), using as reference the MSCEIT (Mayer et al., 2009) aimed at teenagers. We focused on 557 participants from 12 to 18 years old; 45.8% boys and 54.2% girls; 64.5% are Muslims and 35.5% Christians. The techniques used are a test developed to assess EI and a similar adaptation of EHS (Gismero, 2000). The results show acceptable levels of reliability and our expectations dimensions. There are positive correlations between totals and the dimensions, and between two scales. Therefore, this questionnaire is an appropriate tool to evaluate these capabilities after making some modifications in future works.
- PublicationOpen AccessComprendiendo los factores que afectan la transferencia de la formación permanente del profesorado. Propuestas de mejora(2017-01-16) Tomás-Folch, Marina; Duran-Bellonch, MarThis article addresses the transfer of teacher training in the university.In this article, we present the results of the qualitative inquiry to comprehend these factors of Holton, Bates, and Ruona (2000) and of requesting experts to offer proposals to increase transfer.Three focus groups were carried out in the three participating universities of the study to determine the factors to employ for the assessment of university transfer teacher's training. The groups comprised 21 people in charge of university teacher training. The quantitative results obtained regarding the factors affecting learning transfer were examined in depth.We confirmed the relevance of the factors identified in the questionnaire: the design of the training and learning carried out; the support of the teacher in charge; predisposition to change; resources of the setting; student feedback; institutional acknowledgment; teaching culture of the work team and personal organization of the work. In addition, the experts contribute proposals to increase transfer, confirming and extending the meaning of the factors that facilitate or hinder transfer related to personal aspects, the training program, and organizational or cultural aspects.
- PublicationOpen AccessDiferencias entre expectativas y logros en las competencias del Prácticum del Máster de Formación del Profesorado de Enseñanza Secundaria(2017-01-16) Serrano Rodríguez, Rocío; Pontes Pedrajas, AlfonsoThis project has been carried out in order to know the expectations about the Practicum module of the Master's Degree in Secondary Teacher Training, with the main aim of knowing the opinions about the development of skills in this module. 353 students attending this Master at the University of Cordoba have been surveyed with a Likert scale questionnaire after the development of teaching practices in secondary schools. Results show significant differences among their expectations and achievements in the competences of the Practicum. We believe that these results are useful to improve the understanding of the opinions of students, identifying their training needs and thoughts and in order to develop proposals to improve the initial training of secondary school teachers in the future.
- PublicationOpen AccessPercepciones sobre la jubilación en el profesorado universitario. El caso de la Universidad de Deusto(2017-01-16) Villardón-Gallego, Lourdes; Moro, Alvaro; Atxurra, CristinaEl objetivo de la investigación es el análisis de las condiciones, emociones y sentimientos asociadas al momento de la jubilación del profesorado universitario. En este artículo se analiza el caso de la Universidad de Deusto, a través de las respuestas de 81 profesoras y profesores activos, jubilados y eméritos a un cuestionario sobre su experiencia profesional, valoración de la profesión docente, y repercusión en la misma de la implantación del Espacio Europeo de Educación Superior (EEES), así como sobre su percepción y vivencia de la jubilación.La información recibida a través del cuestionario se ha completado con la realización de una entrevista en profundidad a siete personas significativas, entre las que figura profesorado activo, jubilado y emérito.Los resultados indican que el profesorado tiene disposición a seguir vinculado a la institución universitaria aportando su conocimiento y experiencia en distintas funciones.Del análisis de esta información se derivan conclusiones en torno a las transformaciones más o menos profundas sufridas por la universidad a lo largo del período que abarca la trayectoria profesional de estos docentes y que atañen a diferentes ámbitos. Estas conclusiones permiten reflexionar sobre propuestas de actuación con respecto al momento de jubilación del profesorado.
- PublicationOpen AccessMedidas relativas al acoso escolar y ciberacoso en la normativa autonómica española. Un estudio comparativo(2017-01-16) Cerezo Ramírez, Fuensanta; Hernández, Francisco José RubioTwo reports of the Spanish Ombudsman warn of the need to adopt measures to control bullying among schoolchildren and improve coexistence in the classroom. Their recommendations were taken up by the Autonomous Communities (AA.CC.) and reflected in their own regulations. This article reflects on policies taken as standards of coexistence by public government, for schools supported with public funds. A comparative study was carried out on the regulations related to bullying and cyberbullying in eight Spanish regions, randomly selected. The main objective is to know how this issue is addressed and compare protocols proposed action and the nature of the intervention measures provided for in each AA.CC. Results show that most policies specifically refer to bullying, and one in four mentioned cyberbullying, also found that half of the protocols proposed measures performance against school violence. As for the nature of the measures, the analysis shows that they are directed, almost exclusively, to the assailant students and, in most cases, are corrective / disciplinary nature. Among the findings it highlighted that every policy scarcely indicated educational measures, leaving unanswered the proposal of the Ombudsman that emphasized that educational measures.