Tendencias Pedagógicas

Analysis of the training on equality, coeducation and gender in the Degree of Social Education

Empar Guerrero Valverde, Alicia Sentí Calabuig — Tue, 19 Dec 2023 00:00:00 +0100

Since the Organic Law 1/2004, of March 22, December 28, on Comprehensive Protection Measures against Gender Violence, was approved in Spain, Universities must promote training, teaching and research in gender equality and not discrimination. This article analyzes the training that students of the Social Education degree receive on equality, gender and/or coeducation. For this, qualitative research has been carried out in which the study plans of the 37 Spanish universities that offer it have been examined and the 1,412 teaching guides of the subjects of all the courses have been studied. In addition, quantitative research has been carried out with a sample of 82 students in the 4th year of social education from the two universities of Valencia that offer these studies. The results show that there is a lack of training on issues of equality, gender and/or coeducation in the degree of social education, since these terms are only found in 29 of all the teaching guides examined, and the students perceive that they have received little or none. training in these subjects, although he considers it necessary both for carrying out his curricular internships and for his professional future.

1st Public class for freshmen of evening Pedagogy: Debates on education

Tue, 19 Dec 2023 00:00:00 +0100

In the year 2019, the Federal Universities underwent a large contingency of funds, being one of the largest in recent years. It aims to describe the experiences of academics from the night pedagogy course about the organization of public classes for the defense of education. It took three days to organize five public classes that took place during the week of November 14-18, 2019. It took three days to organize five public classes that took place during the week of November 14-18, 2019, the week before the public classes organizing committee composed of academics from the first semester of pedagogy, met after talking with the professors, structured the schedule of activities, distributed functions and organized all classes. The classes had the participation of professors and academics and had as themes: Fake News, Discourse Analysis, Art and Culture, Necropolitics and Student Engagement. The Public Classes provided the integration of academics from the night courses of the Education Center in the mobilizations that took place in the country. Interaction activities allow students to participate and exchange ideas on the topics covered and make the current situation of education even more visible, thus making them mobilize and fight for better ones as a whole. The engagement of students was very important, especially as they are first semester students, the University is a space for debates, reflection and construction of thought

Key-Competency based learning through a gamified learning situation in efl

Sergio David Francisco Déniz, Daniella García Pérez — Tue, 19 Dec 2023 00:00:00 +0100

The purpose of this study is to present the results obtained in an implementation done at the end of the academic year in a school of Tenerife. The main objective has been to combine learning situations and gamification in EFL in the sixth grade of primary education. This gamification proposal has been focused on the development of the literacy and plurilingual competence through the practice of a specific discourse and linguistic function; digital competence through the reading of hypertexts and the creation of digital products; civic competence through cooperative learning; and personal, social and learning to learn competence through the monitoring and guidance of the continuous learning in all the sessions carried out. Thus, an introduction that justifies the use of a competency-based approach in EFL and a theoretical framework where it is presented the justification of developing gamified learning situations are developed. Afterwards, the sample taken in this study and the rubrics used as assessment instruments will be explained. Finally, it will be evidenced the good results obtained as well as the fulfilment of the planned goals and several recommendations for further research.

Game-Based Learning. Proposal of phases for its implementation for Mathematics in Early Childhood Education.

Ana María Martín Ollero — Tue, 19 Dec 2023 00:00:00 +0100

Mathematics is constantly present in a child’s life and the teaching of mathematics must facilitate its understanding and comprehension. That is why the teaching of mathematics is not incompatible with the implementation of the Game-Based Learning methodology. Playing is an essential activity, not only within the teaching-learning process in Early Childhood Education (ECE), but also within the child’s life outside the classroom, so that the use of this active methodology will allow to work the mathematics contents from a more playful, stimulative and manipulative perspective, thus attracting the attention and interest of the students. Therefore, the following literature review and proposal of phases for the implementation of the methodology aims to defend and demonstrate the possibility of working mathematics through the Game-Based Learning methodology in Early Childhood Education. The definition of game and its importance in Early Childhood Education, its relationship with mathematics and the presentation of the Game-Based Learning methodology along with the phases needed to implement it in a classroom are explained.

Sex Education in pre-school education: teachers’ perceptions

Nahia Intxausti-Intxausti , Klara Atxukarro Goñi — Tue, 19 Dec 2023 00:00:00 +0100

There are numerous arguments to justify the need for sexual education and its beginning at early childhood education. However, there is little research on the subject at national level. In this study, the response to sexuality at pre-school centres, based on the teachers' perception. For this purpose, a qualitative approach has been adopted within the interpretative paradigm, and semi-structured in-depth interviews with teachers has been conducted in order to obtain more detailed descriptions. The results obtained reveal that the presence of sex education in early childhood education is scarce and there are gaps in teacher training. The most frequent sexual manifestations of the pupils are exhibitionism, exploration, imitation of adults and normative gender. Intervention is left in the hands of each teacher, and each of them intervenes with a certain insecurity and subjectivity, partly due to fear of the families' reactions. Finally, it has been observed that the situations that create most insecurity and concern are those related to abuse.

Programme to Promote Emotional Wellbeing and Prevent Pathologisation in Upper Secondary Education Students After the Impact of COVID-19

Esther Mercado-Garrido , Elena López-de-Arana Prado — Tue, 19 Dec 2023 00:00:00 +0100

In the context of the fourth wave of the COVID-19 health crisis, distress has become evident. This wave has been referred to as the "mental health wave" and has significantly affected the child and adolescent population, which has started to exhibit noticeable anxiety and depressive symptoms. This study observed widespread emotional distress among the sixth form students (M = 13; H = 9) of a private school in the Community of Madrid. This was reflected in the analysis of the diary kept by one of the school counsellors throughout the academic year. For this reason, a programme was designed to be included in the Tutorial Action Plan to promote well-being and prevent pathologisation and the chronicisation of distress among sixth form students. The proposed activities are based on crisis intervention (psychoeducation, defusing, and debriefing) and positive psychology. Both approaches are characterised by their preventive nature and their focus on fostering personal growth in the face of adversity. The programme is organised into four sections: 1) promoting cohesion; 2) fostering emotional regulation; 3) addressing individual and group experiences within the context of the COVID-19 pandemic; and 4) focusing on aspects of positive psychology (resilience and growth in the face of adversity). The proposed activities are grouped into twelve sessions, and the evaluation (initial, formative, and final) consists of two sessions. Thus, the complete programme consists of a total of fourteen sessions.

Evaluation of dual training in initial teacher education in the Master’s degree in Secondary Education

Lara Yáñez-Marquina , Zoe Martínez de la Hidalga , Lirio Flores-Moncada — Tue, 19 Dec 2023 00:00:00 +0100

In the last years, the need for change of the methodological paradigm within the framework of the European Higher Education Area gives Dual Training a predominant role in the strategic development of the universities, as an integral and experiential framework that enhances student learning in real professional contexts. So, this proposal takes as a reference a dual pilot project conducted with part of the students enrolled in the master’s degree in Teacher Training for Secondary Education at the University of Deusto. Besides, the experience is assessed by both the group of students and the tutoring teams on behalf of the university and the educational centers participating. The overall evaluation scores are considered as highly positive, with global average values, measured on a continuous scale from 0 to 10, reported by the University, M = 8.50 (SD = 0.71), M = 8.94 (SD = 0.43) by the schools, and M = 8.90 (SD = 0.82) by the students. To conclude, the aspects to be improved are, on one hand, a significant participation of the educational centers in the design of the training actions, and on the other hand, a deeper integration of the evaluation system with the learning outcomes and competences of the master’s syllabus.

Gender perspective in the classroom: Analysis of the rewriting of a classic myth for the screen

María de la Luz García Fleitas — Tue, 19 Dec 2023 00:00:00 +0100

Classical myths, since grounded in specific, societal gender constructs, spread a patriarchal, androcentric, and misogynistic view. Some of their revisions and rewritings along our cultural history are predicated on such constructs, thus revealing the reality underlying a society that is still reluctant to change in issues concerning gender equality. The aim of this paper is to show a case study of educational innovation within a university context. The said case study focuses on the analysis of classical mythology and its reception from a gender perspective. If we consider the University as an institution that transmits values, and teaching as an appropriate channel to contribute to a fair and egalitarian society, the inclusion of a gender-inclusive perspective in lesson plannings is highly needed. This case study is embedded in our cultural tradition (in this instance, the Greco-Roman tradition). I have attempted to establish a dialogue with this tradition not only to raise awareness about the presence of gender inequality in our society, but also to promote, upon due reflection, the will to change. Thus, our students will be better suited to create alternative scenarios. So far, the results of this case study have been positive since the analysis of a classical myth in class sessions together with its proper revision has enabled students to develop the necessary transversal skills to approach present-day issues from a critical point of view.

Número Completo

Leandra Fernandes Procopio — Tue, 19 Dec 2023 00:00:00 +0100

Número completo