Portal digital de revistas científicas de la ULPGC (Universidad de Las Palmas de Gran Canaria)
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Reescritura teatral de clásicos de LIJ en la formación de maestros/as: Theatrical Rewriting of Children\u27s and Young Adult Literature Classics in Teacher Training
No full textThis paper addresses the lack of motivation to read the classics of children\u27s and young adult literature (CYAL) observed among pre-service teachers, as well as their growing lack of familiarity with the dramatic genre. Our goal is to explore how a teaching experience involving the theatrical rewriting of CYAL classics can help pre-service teachers internalize the characteristics of the dramatic genre. We adopt a practical action-research design, as the identified need comes from a second-year group of students in a literary education course included in a primary education degree course at the Universitad de XXX in Spain. The aim is to generate a change in attitudes through the implementation of a teaching proposal. Written productions are analysed using content analysis and four emerging analytical categories are established (character lists; stage directions; dialogues; introduction of new characters) to assess the characteristics of the theatrical text and originality.La problemática que origina este trabajo radica en la desmotivación hacia la lectura de clásicos de LIJ (literatura infantil y juvenil) observada en los maestros en formación y su mayor desconocimiento del género dramático con respecto a otros. Nuestro objetivo es conocer en qué medida una experiencia didáctica de reescritura teatral de clásicos de LIJ puede ayudarles a interiorizar algunas características del género dramático. Partimos de un diseño de investigación-acción práctico, pues la necesidad detectada parte de un grupo de 2º curso de Formación literaria del Grado de Magisterio de Primaria en la Universitat de València en el que pretendemos un cambio mediante la implementación de una propuesta didáctica. Analizamos las producciones escritas mediante la técnica del análisis del contenido, estableciendo cuatro categorías emergentes de análisis (lista de personajes; acotaciones; diálogos; introducción de nuevos personajes), que permiten valorar la presencia de características del texto teatral y originalidad en las creaciones
Disparities in Bilingual/Plurilingual Education: Teacher Perspectives across Andalusian Rural and Urban Schools: Disparidades en la educación bilingüe/multilingüe: Perspectivas del profesorado de centros rurales y urbanos de Andalucía
No full textThis study explores teachers’ perceptions of bilingual/multilingual education in Andalusia (Spain), paying particular attention to the differences between schools located in urban settings and rural areas. An exploratory quantitative design was followed collecting data from a survey that was distributed to different schools. The analysis of the survey revealed some statistically significant differences regarding having previously worked in rural bilingual/multilingual school, the type of center where they work and their professional experience. Overall, the findings show generally positive attitudes toward bilingual/multilingual education while highlighting contextual disparities between rural and urban schools, particularly in relation to resources, training, and classroom heterogeneity.This study explores teachers’ perceptions of bilingual/plurilingual education in Andalusia (Spain), paying particular attention to the differences between schools located in urban settings and rural areas. An exploratory quantitative design was followed collecting data from a survey that was distributed to different schools. The analysis of the survey revealed some statistically significant differences regarding having previously worked in rural bilingual/plurilingual school, the type of center where they work and their professional experience. Overall, the findings show generally positive attitudes toward bilingual/plurilingual education while highlighting contextual disparities between rural and urban schools, particularly in relation to resources, training, and classroom heterogeneity
El videojuego RPG como vehículo para la enseñanza y el aprendizaje del léxico: RPG video games as tools for teaching and learning vocabulary
No full textThe decline in the use of dictionaries (Sala Caja, 2022) places what has traditionally been an essential tool in vocabulary teaching at a crossroads. The functional theory of lexicography (Nomdedeu-Rull and Tarp, 2024) broadens the scope of lexicography and allows for the study of new models of lexicographical reference tools, such as the DeLorean model (Nomdedeu-Rull, 2021), which displays glosses in the context that produces the user\u27s need for information. This paradigm, and that of Pedagogía Lúdica Digital (Cerezo and Pujolà, 2024), forms the basis for proposing the RPG video game Avowed (Obsidian Entertainment, 2025) as a reimagined video game and polifunctional lexicographical tool for teaching and learning vocabulary. This video game features a glossary and glosses on lore (Ramírez Sánchez, 2021) with which we propose a series of activities, in phases, to improve lexical competence through incidental learning.El descenso en el uso de diccionarios pone en la encrucijada el que tradicionalmente ha sido un instrumento esencial en la didáctica del léxico. La teoría funcional de la lexicografía amplía el objeto de estudio de la lexicografía y permite estudiar nuevos modelos de herramientas de consulta lexicográficas, como el modelo DeLorean, que despliega glosas en el contexto que produce la necesidad de información al usuario. Este paradigma, y el de la Pedagogía Lúdica Digital, constituye la base para proponer el videojuego RPG Avowed como videojuego replanteado y herramienta lexicográfica polifuncional para la enseñanza y el aprendizaje del léxico. Este videojuego presenta un glosario y glosas sobre el lore con los que planteamos una serie de actividades, por fases, para mejorar la competencia léxica a través del aprendizaje incidental
Aprendizajes mediáticos sobre mujeres migrantes en la prensa de España y Argentina: Media learnings about migrant women in the press of Spain and Argentina
No full textIntroduction: This study analyzes social and mediated learning associated with representations of migrant women in the Spanish and Argentine press from a comparative perspective. Method: A socio-cognitive critical discourse analysis was applied to news items published between 2023 and 2024, examining thematic frames, lexis, voices, and cognitive models. Results: In Argentina, narratives of victimization, trafficking, exploitation, at-risk motherhoods, and criminalization predominate, individualizing experiences and obscuring structural inequalities. In Spain, selective invisibilization prevails, with migrant women diluted into undifferentiated masses and an emphasis on care, sacrifice, the labor market, alarm, and European threat. Both contexts reproduce media learnings that racialize roles, condition citizenship, and limit agency. Conclusions: The study shows that communication functions as an extracurricular pedagogical space, producing persistent social learning about alterity, gender, and migration. It underscores the need for alternative media narratives that promote recognition, complexity, and collective agency in contemporary comparative Ibero-American contexts.
Este estudio analiza el aprendizaje social y mediado asociado a representaciones de mujeres migrantes en prensa española y argentina desde una perspectiva comparada. Se aplicó análisis crítico del discurso socio cognitivo a noticias publicadas entre 2023 y 2024, examinando marcos temáticos, léxico, voces y modelos cognitivos. Respecto a los resultados, en Argentina predominan narrativas de victimización, trata, explotación, maternidades en riesgo y criminalización, que individualizan experiencias y ocultan desigualdades estructurales. En España prevalece una invisibilización selectiva, donde las mujeres migrantes aparecen diluidas en masas indiferenciadas, con énfasis en cuidado, sacrificio, mercado laboral, alarma y amenaza europea. Ambos contextos reproducen aprendizajes mediáticos que racializan roles, condicionan ciudadanía y limitan agencia. El estudio muestra que la comunicación funciona como espacio pedagógico extraescolar, produciendo aprendizajes sociales persistentes sobre alteridad, género y migración. Se subraya la necesidad de narrativas mediáticas alternativas que promuevan reconocimiento, complejidad y agencia colectiva en contextos comparados iberoamericanos contemporáneos actuales
Impact of Didactic Subtitles for the Deaf and Hard-of-Hearing in Foreign Language Learning: Impacto del subtitulado didáctico para sordos en la enseñanza de lenguas extranjeras
No full textThis article aims to determine whether it is possible to improve the Communicative Language Competence in all or some language skills (oral reception, written reception, oral production, written production and mediation) through an intervention based on three Lesson Plans (LPs) of Subtitling for the Deaf and Hard-of-Hearing (SDH), one of the modes of Didactic Audiovisual Translation (DAT) for foreign language learning . The method applied in this study involves a quantitative analysis, with data analysed using descriptive statistical data, the Wilcoxon Signed-Rank Test and Mediation Analysis using PROCESS with Bootstrapping. This study aims to i) analyse the correlation between the initial Test of Integrated Skills (ITIS) and the Final Test of Integrated Skills (FITIS, and ii) find out to what extent the SDH activities as mediation variable impact on the results between the ITIS and the FITIS. This study was conducted among 170 participants from six Spanish universities during the academic year 2021-2022. The results obtained are consistent with previous research published within the PROJECT NAME project. Furthermore, these data demonstrate progress in learning across all skills, with a particular emphasis on improvements in oral production. Therefore, in the discussion and conclusions, the combined use of SDH with other DAT modes is recommended for these skills.This article aims to determine whether it is possible to improve the Communicative Language Competence in all or some language skills (oral reception, written reception, oral production, written production and mediation) through an intervention based on three Lesson Plans (LPs) of Subtitling for the Deaf and Hard-of-Hearing (SDH), as one of the modes of Didactic Audiovisual Translation (DAT) for foreign language learning. The method applied in this study involves a quantitative analysis using descriptive statistical data: the Wilcoxon Signed-Rank Test and Mediation Analysis using PROCESS with Bootstrapping. This study aims to i) analyse the correlation between the initial Test of Integrated Skills (ITIS) and the Final Test of Integrated Skills (FITIS, and ii) find out to what extent the SDH activities as mediation variable impact on the results between the ITIS and the FITIS. This study was conducted among 167 participants from six Spanish universities during the academic year 2021-2022. The results obtained are consistent with previous research published within the TRADILEX project. Furthermore, these data demonstrate progress in learning across all skills, with a particular emphasis on improvements in oral production. Therefore, in the discussion and conclusions, the combined use of SDH with other DAT modes is recommended for these skills
La técnica stop motion como mediadora del aprendizaje científico: Stop Motion as a Mediator of Science Learning
Full text linkThis study explores science teachers’ perceptions of using stop motion as a mediating resource for teaching Earth Science content. It reports a mixed-methods pilot study conducted with students enrolled in a Master’s programme in Teaching Biology and Geology in Secondary and Upper Secondary Education at a Spanish university. Participants designed scientific animations to represent geological processes for educational purposes and to assess their classroom applicability. Data collected through questionnaires and open-ended questions reveal highly positive perceptions, highlighting increased motivation, creative engagement, and a better understanding of the content. Participants also express a clear intention to incorporate this technique into their future teaching practice. Overall, the findings point to the potential of stop-motion as an effective pedagogical tool for fostering active learning and reflective practice in science teacher education.Este estudio explora las percepciones de docentes en formación sobre el uso de la técnica de stop motion como recurso mediador en la enseñanza de contenidos de ciencias de la Tierra. Se trata de un estudio piloto con enfoque mixto, realizado con alumnado del Máster en Didáctica de la Biología y la Geología en Educación Secundaria y Bachillerato de una universidad española. El alumnado diseñó animaciones científicas para representar procesos geológicos con fines didácticos y valorar su aplicabilidad en el aula. Los datos, obtenidos mediante cuestionario y preguntas abiertas, muestran valoraciones muy positivas, destacando la motivación, la implicación creativa y una mejor comprensión de los contenidos. Asimismo, los participantes expresan una clara intención de incorporar esta técnica en su futura práctica docente. En conjunto, los resultados apuntan al potencial del stop motion para promover el aprendizaje activo y la reflexión didáctica en la formación del profesorado de ciencias.
Reseña del libro La aplicación de la perspectiva de género en la enseñanza a través de la innovación docente: Book Review The application of a gender perspective in teaching through educational innovation
No full textReseña del libro La aplicación de la perspectiva de género en la enseñanza a través de la innovación docente, coordinado por Raquel Tovar Pulido. Publicado en la editorial Dykinson (2025)
Créditos del número 35 en edición OF (35OF): Credits for issue 35, in Online First edition (35OF)
No full textIt contains (in this Online First format), the credits or identifying data of the Journal, with the exception of its summary or index and the presentation of the monographic section (Section 1); these will be published once the complete issue has been compiled.
Contiene (en esta modalidad Online First), los créditos o datos identificativos de la Revista, a excepción de su sumario o índice y de la presentación de la sección monográfica (Sección 1); estos se publicarán una vez compuesto el número completo.
Historia oral y medios audiovisuales para la reconstrucción de la Memoria: Oral history and audiovisual media for the reconstruction of memory
No full textThis article describes an educational innovation that uses oral history as a research and teaching methodology for reconstructing historical memory, focusing on the Franco period. The aim is for students to reconstruct historical memory by recovering historical events and experiences through interviews with people from other generations. The proposal is based on the use of audiovisual media, specifically podcasts, due to their great pedagogical and educational potential. Group research is proposed, promoting active, meaningful and constructivist learning, where students organise and develop knowledge. The results show that this innovation is an effective tool for reflective and critical historical learning. In addition, it manages to establish links between the past and the present, bringing students closer to their environment and actively participating in the recovery of historical memory through direct testimonies.Este artículo describe una innovación docente que utiliza la Historia Oral como metodología de investigación y didáctica para la reconstrucción de la memoria histórica, centrándose en el periodo Franquista. El objetivo es la reconstrucción de la memoria histórica por parte del alumnado mediante la recuperación de hechos y vivencias históricas a través de entrevistas a personas cercanas de otras generaciones. La propuesta se basa en el uso de medios audiovisuales, específicamente el podcast, por su gran potencial pedagógico y divulgador. Se propone una investigación en grupo, promoviendo un aprendizaje activo, significativo y constructivista, donde el estudiantado organiza y elabora el conocimiento. Los resultados demuestran que esta innovación es una herramienta eficaz para un aprendizaje histórico reflexivo y crítico. Además, logra establecer lazos entre pasado y presente, acercando al alumnado a su entorno y participando activamente en la recuperación de la memoria histórica a través de testimonios directo
Formación Dual, bilingüismo y empleabilidad. Percepciones del alumnado universitario: Dual Training, bilingualism and employability. University students perceptions
Full text linkThis study analyses the perception of students enrolled in the Bachelor\u27s Degree in Protocol, Event Organisation and Corporate Communication (PEOCC) at Rey Juan Carlos University regarding the impact of two educational models on their employability: Dual University Education (DUE) and Bilingual Education (BE). The literature shows little research on the relationship between DUE and employability, as well as a lack of comparative studies between DUE and BE. In terms of methodology, a validated questionnaire was administered to first-year students, and descriptive and inferential analyses were performed. The results indicate that DUE is perceived as the most direct route to obtaining a first job. The discussion proposes integrating both models as a key strategy for responding to the demands of the labour market.Este estudio analiza la percepción de estudiantes del Grado en Protocolo, Organización de Eventos y Comunicación Corporativa (POECC) de la Universidad Rey Juan Carlos sobre el impacto de dos modelos formativos en su empleabilidad: la Formación Dual Universitaria (FDU) y la Educación Bilingüe (EB). La literatura evidencia escasa investigación sobre la relación entre la FDU y la empleabilidad, así como la ausencia de estudios comparativos entre FDU y EB. En cuanto al método se aplicó un cuestionario validado a estudiantes de primer curso y se realizó análisis descriptivo e inferencial. Los resultados indican que la FDU se percibe como la vía más directa para acceder al primer empleo. En la discusión se plantea integrar ambos modelos como estrategia clave para responder a las demandas del mercado laboral