Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 20, Núm. 1 (2017)

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https://hdl.handle.net/10201/53658

Competencias, aprendizaje y reflexión docente

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Now showing 1 - 5 of 14

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El libro de texto como objeto de estudio y recurso didáctico para el aprendizaje: fortalezas y debilidades
(2017-01-16) Fernández Palop, María Pilar; Caballero García, Presentación Angeles
Looking for new future researches based on the textbook as a teaching resource in the classroom and its possible impact on learning, this study begins describing how it has been understood by different authors and what the main characteristics that define it are. As it's an instrument mostly used for teaching and learning different subjects, we reflect its advantages and its limitations as a teaching resource, and we show evidence of how sometimes, far from being a source of knowledge, it can be an obstacle to learning, as it is reflected in various studies focused in textbooks, particularly in Mathematics textbook. Finally, seeking causes of the low Spanish students in mathematics performance, and improvement of mathematics teaching, we make a proposal for future researches centered in mathematics textbooks.
Open Access
Favoreciendo la reflexión del docente: un Estudio de Clases sobre cálculo integral usando tecnología
(2017-01-16) Ramos-Rodríguez, Elisabeth; Reyes-Santander, Pamela
Para enfrentar la pregunta ¿cómo fortalecer en un entorno colectivo, la reflexión sobre su práctica de profesores universitarios? diseñamos una alternativa de formación basada en una sesión de Estudio de Clases articulada con la noción de reflexión sistemática. Establecimos referentes teóricos desde la reflexión y la noción de tarea matemática para abordar, con un enfoque cualitativo, un estudio interpretativo. Examinamos los datos extraídos de transcripciones de la grabación en vídeo de la sesión realizada en un evento internacional. Se observa que la alternativa de formación propuesta presenta elementos que favorecen la reflexión sobre la práctica del docente.
Open Access
Validación 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, Francisco
The 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.
Open Access
Medidas relativas al acoso escolar y ciberacoso en la normativa autonómica española. Un estudio comparativo
(2017-01-16) Cerezo Ramírez, Fuensanta; Hernández, Francisco José Rubio
Two 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.
Open Access
Comprendiendo los factores que afectan la transferencia de la formación permanente del profesorado. Propuestas de mejora
(2017-01-16) Tomás-Folch, Marina; Duran-Bellonch, Mar
This 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.

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