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Investigación en tiempos de pre-pandemia del Covid-19. Reflexiones sobre la Evolución de la Investigación Cualitativa hacia la "nueva normalidad".
Get PDFCuestiones desde enfoque cualitativos y mixtos en torno a 1) Educación. 2) Salud. 3) Ciencias Sociales, y 4) Ingeniería y Tecnología; presentados al Congreso CIAIQ2019 y encuadrados en dos principales dimensiones: a) Fundamentos y b) Operacionalización.
Se recogen ocho artículos del área de Educación pre-seleccionados por las comisiones organizadora y científica del CIAIQ 2019, de entre los mejores trabajos de investigación presentados al Congreso. Estos trabajos se han sometido al proceso de réferi de la revista y constituyen una ampliación y profundización de las versiones publicadas en las Actas. Se trata de un conjunto de trabajos de investigación que, bajo el paraguas de la investigación cualitativa, abordan un conjunto de temas que van desde el Análisis Dialógico del Discurso, Educación en la Ciudad, Educación para la Salud, Cuidados Infantiles, Mediación de Conflictos, Capacitación y Formación Docente, TIC, Enseñanza de las Ciencias, hasta Formación de Futuros Doctores
Evaluation of the Impact of Gender Factor in the Teaching and Inspection of Turkish Language and Literature
No full textThe aim of this study is to demonstrate the importance of teaching and teacher assessment of Turkish / Turkish language and literature courses and, if present, the impact that gender plays on the outcomes. The opinions of both teachers and students were taken into consideration. The research question was determined as “what is the impact of the gender of Turkish language and literature teachers and inspectors on education and inspection?” This study was conducted in north Cyprus as a case study which is a qualitative research model. The study group of the research consisted of 11 Turkish language and literature teachers employed in high schools which are operating under the General Secondary Education Office and 42 twelfth grade students attending these institutions. Interview forms were prepared for the purpose of this study using semi-structured interview techniques and content analysis was implemented during its analysis stage. In conclusion, this research revealed that gender was effective in teaching; in other words, students preferred female teachers to male teachers. However, there were no significant findings in the analysis of the data on whether teachers preferred male or female inspectors. The finding that students significantly preferred female teachers more over male teachers may have a positive role on the development of education in the future.Keywords: Education; Gender; Turkish Language and Literature; High School Students; Teachers.The aim of this study is to demonstrate the importance of teaching and teacher assessment of Turkish / Turkish language and literature courses and, if present, the impact that gender plays on the outcomes. The opinions of both teachers and students were taken into consideration. The research question was determined as “what is the impact of the gender of Turkish language and literature teachers and inspectors on education and inspection?” This study was conducted in north Cyprus as a case study which is a qualitative research model. The study group of the research consisted of 11 Turkish language and literature teachers employed in high schools which are operating under the General Secondary Education Office and 42 twelfth grade students attending these institutions. Interview forms were prepared for the purpose of this study using semi-structured interview techniques and content analysis was implemented during its analysis stage. In conclusion, this research revealed that gender was effective in teaching; in other words, students preferred female teachers to male teachers. However, there were no significant findings in the analysis of the data on whether teachers preferred male or female inspectors. The finding that students significantly preferred female teachers more over male teachers may have a positive role on the development of education in the future.Keywords: Education; Gender; Turkish Language and Literature; High School Students; Teachers
Escritoras, mística y política para estudiantes de posgrado: una propuesta didáctica / Female Writers, Mysticism and Politics for Graduates: A Didactic Proposal
No full textEl objetivo del artículo es demostrar que se puede llevar al aula con éxito una unidad didáctica para enseñar literatura a nivel universitario en la que se aplique una perspectiva de género sobre los textos clásicos españoles. Para ello, se explican en primer lugar las circunstancias en que se dieron las sesiones, detallando tanto las fuentes bibliográficas utilizadas para la creación del material como las actividades realizadas sobre los cuatro pilares teóricos que componían el contenido: a) tipos de escritoras en el Siglo de Oro; b) vida y obra de María de Jesús de Ágreda, c) vida y obra de sor Juana Inés de la Cruz y d) vida y obra de santa Teresa de Jesús. A continuación, se muestran los resultados de la experiencia, centrados en el funcionamiento de las clases y las reacciones del alumnado, las características de las reseñas entregadas y los resultados de las encuestas de dos de los tres cursos académicos elegidos. La principal conclusión realza el papel de la enseñanza superior en la interacción {género-literatura-didáctica}, porque en ella empieza todo el sistema educativo, consciente (Magisterio, MESOB) o inconscientemente (grados habilitantes para ejercer en ESO-Bachillerato).
Abstract
The aim of this paper is to show that a teaching lesson can be applied successfully to have master’s degree students getting familiar with Spanish classical literature from a gender perspective. To do this, the circumstances in which the sessions occurred are explained first, detailing both the bibliographic sources used to create the material and the activities carried out, divided into four groups: a) types of female writers in the Golden Age; b) María de Jesús de Ágreda’s life and work, c) Sister Juana Inés de la Cruz’s life and work and d) Saint Teresa of Jesus’ life and work. Thus, the results of the experience are offered, focused on the reactions of the students in the classes, the features of the submitted reviews and the outcomes of the surveys achieved in two of the three academic courses chosen. The main conclusion highlights the essential role of higher education in the interaction {gender-literature-teaching}, because it begins the entire educational system, whether we are aware (degrees and master’s degrees in teacher training) or not (degrees in other fields enabling to teach in Secondary School and Baccalaureate).
Keywords: literature education; higher education; gender perspective; classical texts.The aim of this paper is to show that a teaching lesson can be applied successfully to have master’s degree students getting familiar with Spanish classical literature from a gender perspective. To do this, the circumstances in which the sessions occurred are explained first, detailing both the bibliographic sources used to create the material and the activities carried out, divided into four groups: a) types of female writers in the Golden Age; b) María de Jesús de Ágreda’s life and work, c) Sr. Juana Inés de la Cruz’s life and work and d) Saint Teresa of Jesus’ life and work. Thus, the results of the experience are offered, focused on the reactions of the students in the classes, the features of the submitted reviews and the outcomes of the surveys achieved in two of the three academic courses chosen. The main conclusion highlights the essential role of higher education in the interaction {gender-literature-teaching}, because it begins the entire educational system, whether we are aware (degrees and master’s degrees in teacher training) or not (degrees in other fields enabling to teach in Secondary School and Baccalaureate)
Análisis de publicaciones sobre alfabetización inicial desde una perspectiva didáctica / Analysis of publications on emergent literacy from a didactic perspective
No full textEn este trabajo se elabora una revisión sistemática de estudios sobre la aproximación a la lengua escrita en Educación Infantil en España. Se consideran estudios publicados entre 2009 y 2019 que se centren en los procesos de enseñanza y aprendizaje en aula para conocer y analizar las prácticas docentes que se difunden desde la investigación. Los resultados permiten, por un lado, describir el tipo de investigaciones: predominio de estudios realizados en aula sobre los de carácter experimental o revisión bibliográfica; equilibrio entre investigación cuantitativa y cualitativa o mayor atención al periodo 3-6 años. Por otro lado, los datos muestran que las publicaciones científicas recogen variedad de prácticas docentes para promover la alfabetización inicial, con predominio de prácticas relacionadas con la instrucción sistemática dirigida por el docente (práctica del alfabeto, prácticas instruccionales, método silábico, método sintético, etc.) sobre las relacionadas con un enfoque sociocultural más colaborativo (constructivismo, proyectos, lectura compartida de cuentos, prácticas situacionales, etc.). Asimismo, el análisis de las prácticas, en cuanto a actividades y contenidos curriculares, muestra una enseñanza orientada hacia el sistema de escritura y el control sobre los aprendizajes.
Abstract
The aim of this work is to elaborate a systematic review of studies on teaching and learning of written language in Early Childhood Education in Spain. Studies published between 2009 and 2019 focused on teaching and learning classroom processes are considered, in order to know and analyse the teaching practices which are divulged from research. On one hand, results allow to detect a predominance of works focused on teacher’s activity in classroom in front of experimental works or literature reviews. A balance between quantitative and qualitative parameters measured and a higher attention to the period 3-6 years are also stated. On the other hand, literature data show a high diversity in teaching procedures to promote initial literacy in Early Childhood Education, with a predominance of practices related to a teacher guided systematic instruction (alphabet practice, instructional practice, syllabic method, synthetic method, etc.) in front of those related to a more collaborative sociocultural approach, (constructivism, projects, shared reading of stories, situational practice, etc.). Analysis of revised practices shows a teaching generally oriented towards the writing system and the control of achievements.Keywords: emergent literacy; early childhood education; curriculum implementation; teacher training
Main difficulties of novel university students when preparing a scientific text
No full textEl presente trabajo de investigación-acción es un análisis mixto de corte descriptivo de los errores de micro-redacción, macro-redacción, metodológicos y de escritura en una presentación pública cometidos por 46 estudiantes noveles de psicología al realizar una recopilación de artículos científicos para una materia académica; escogiéndose el proyecto de mayor calidad del semestre y comparándolo con los demás trabajos académicos de la asignatura. El objetivo de esta experiencia pedagógica se fundamenta en que los estudiantes deben aprender destrezas tan importantes en la investigación como la capacidad de conseguir información científica fiable y válida en diferentes bases de datos, el sintetizar todos esos datos en un documento genuino que se rige por reglas específicas de escritura y el realizar una presentación de los resultados en un aula con público en un tiempo estipulado. Las principales conclusiones de este estudio resaltan que los alumnos universitarios tienen carencias importantes a la hora de realizar un resumen integrado y estructurado basado en una normativa concreta.
Abstract
The present research-action work is a descriptive mixed analysis of the micro-writing, macro-writing, methodological and writing in a public presentation errors committed by 46 novel psychology students when they making a compilation of scientific articles for an academic subject; choosing the highest quality project of the semester and comparing it with other academic works of the course. The objective of this pedagogical experience is based on the fact that students must learn researching skills such as important in research as the ability to obtain reliable and valid scientific information in from different databases, synthesizing all these data in a genuine document that is administrated by specific rules of writing and finally, they must make a public presentation of the results in a classroom within a stipulated time. Principal conclusions of this study indicate that university students have significant lacks when it comes to making an integrated and structured summary based on a specific regulation.
Keywords: academic writing; scientific research articles; didactic; scientific writing teaching; textual genres
UM ESTUDO DE CASO EM SALAS DE AULA NA EXTREMADURA: O LABORÁTORIO VIRTUAL DE LEITURA E ESCRITA
Get PDFIn Extremadura we are immersed in a scenario where ICTs are becoming more and more prominent in classrooms throughout our schooling. The Virtual Laboratory of Literacy promoted by the Board of Education of the Governmentof Extremadura since 2011 (Educarex) is a program composed of several categories to work on literacy, which allows students to learn individually and become more competent in this area. The research conducted during the 2015/2016 school year is a case study that seeks to know the experience of a CEIP that is implementing a virtual learning environment. Focused on five classrooms, from 3rd to 6th of Primary Education, it covers a total of 127 students. An observation and analysis of the evolution of student learning is carried out, identifying an improvement. It is concluded that the LVL is a recommended tool to be used as a support for face-to-face teaching..
En Extremadura estamos inmersos en un escenario donde las TIC tienen cada vez un mayor protagonismo en las aulas a lo largo de toda la escolaridad. El Laboratorio Virtual de Lectoescritura promovido por la Consejería de Educación de la Junta de Extremadura desde el año 2011 (Educarex) es un programa compuesto por varias categorías para trabajar la lectoescritura, que permite al alumnado un aprendizaje individualizado y hacerse más competente en esta área. La investigación realizada durante el curso escolar 2015/2016 es un estudio de casos que pretende conocer la experiencia de un CEIP que está implementando un entorno virtual de aprendizaje. Centrado en cinco aulas, desde 3º hasta 6º de Educación Primaria, abarca un total de 127 alumnos. Se realiza una observación y análisis de la evolución de los aprendizajes del alumnado, identificándose una mejora. Se concluye que el LVL es una recomendable herramienta para ser utilizada como apoyo a la docencia presencial.Na Extremadura encontramos um cenário onde as TIC têm, cada vez mais, um maior protagonismo nas salas de aula ao longo de toda a escolaridade. O Laborátorio Virtual de Leitura e Escrita (LVE) promovido pela Conselheria de Educação da Junta da Extremadura desde 2011 (Educarex) é um programa composto por várias categorias para trabalhar a leitura e a escrita, que permite aos alunos uma aprendizagem individualizada e tornar-se mais competente nesta área. A pesquisa, desenvolvida ao longo do ano letivo 2015/2016, é um estudo de caso que pretende conhecer a experiência de uma escola de ensino básico que está implementando um ambiente virtual de aprendizagem. A amostra inclui cinco salas de aula, desde o 3º até ao 6º ano, com um total de 127 alunos. Observou-se e analisou-se a evolução das aprendizagens dos alunos tendo-se identificado uma melhoria. Concluiu-se que o LVL é uma ferramenta recomendável para ser utilizada como suporte para o ensino presencia
ANÁLISE TEXTUAL DISCURSIVA: COMPREENSÕES, MOVIMENTOS E APLICAÇÕES NA PESQUISA.
Get PDFThis paper introduces an analysis of abstracts of Master’s dissertations and doctoral theses that used Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi (2007). In order to better understand how this methodology of informations analysis has been presented in qualitative research, it started asked the following phenomenological question: What is shown about DTA in abstracts of theses and dissertations? By using the methodology itself and using the Atlas.ti software to carry out data analysis and organization, five emergent categories were obtained. The analytical process revealed disinformation on DTA, the application of the methodology in paradigms in which it does not apply as the proof and verification, and an incipient understanding of the methodology using it as a mechanical technique. However, it was possible to find a set of documents in which the understanding about DTA is expressed coherently in relation to its theoretical assumptions.Se presenta un análisis de resúmenes de tesis de maestría y doctorado que utilizaron Análisis textual Discursivo (ATD), propuesto por Moraes y Galiazzi (2007). Con la intención de comprender mejor como ha sido presentada esta metodología de análisis de informaciones en investigaciones cualitativas, se partió de la pregunta fenomenológica: ¿Qué es esto que se muestra sobre ATD en resúmenes de tesis de maestría y doctorado? Por medio de la propia metodología y utilizando el software Atlas.ti como recurso de organización y análisis de las informaciones, surgieron cinco categorías emergentes. El proceso analítico visibilizó desinformación sobre el ATD, la aplicación de la metodología dentro de paradigmas en los cuales no es aplicable como el de la comprobación y constatación, y un entendimiento incipiente de la metodología, usándola como técnica mecánica. Sin embargo, fue posible encontrar un conjunto de documentos en los cuales la comprensión sobre el ATD es expresada de forma coherente con respecto a sus presupuestos teóricos.Apresenta-se uma análise de resumos de teses e dissertações que utilizaram a Análise Textual Discursiva (ATD), proposta por Moraes e Galiazzi (2007). Com vistas a melhor compreender como tem sido apresentada esta metodologia de análise de informações em pesquisas qualitativas, partiu-se da pergunta fenomenológica: O que é isto que se mostra sobre ATD em resumos de teses e dissertações? Por meio da própria metodologia e utilizando-se como recurso de análise e organização das informações o software Atlas.ti, afloraram cinco categorias emergentes. O processo analítico visibilizou desinformação sobre a ATD, a aplicação da metodologia em paradigmas nos quais ela não se aplica como o da comprovação e constatação, e um entendimento incipiente da metodologia usando-a como técnica mecânica. No entanto, foi possível encontrar um conjunto de documentos nos quais a compreensão sobre a ATD é expressada de forma coerente em relação a seus pressupostos teóricos
ESTUDIO CUALITATIVO DE LAS MOTIVACIONES DEL ALUMNADO DE BACHILLERATO EN REFERENCIA A LA MODALIDAD DE ESTUDIOS
Get PDFThe present paper is an approach to the intrinsic and extrinsic motivations that lead the students of High School to opt for a specific study modality. From the scope of the Social Sciences Didactics it is relevant to know these motivations, to be able to design didactic strategies that improve the teaching and learning process, making it more motivating. The procedure followed in the present study consisted of analysing the writings of students of all the High School modalities of a school in the province of Badajoz, in which they answered questions about the reasons that had led them to opt for their studies. To carry out the analysis, a qualitative methodology has been used, which allows us to assess in a sufficiently rich way the factors that influence the motivation of student decisions. The results suggest that the students of the Sciences modality are more extrinsically motivated than the students of Humanities and Social Sciences, which indicates the need to work with extrinsic motivation factors in these modalitiesEl presente trabajo es un acercamiento a las motivaciones intrínsecas y extrínsecas que llevan al alumnado de Bachillerato a decantarse por una modalidad de estudios en concreto. Desde el ámbito de la Didáctica de las Ciencias Sociales resulta relevante conocer estas motivaciones, para poder diseñar estrategias didácticas que mejoren el proceso de enseñanza y aprendizaje, haciéndolo más motivador. El procedimiento seguido en el presente estudio ha consistido en analizar escritos de alumnos de todas las modalidades de Bachillerato un colegio de la provincia de Badajoz, en los que respondían a cuestiones acerca de los motivos que los habían llevado a decantarse por su modalidad de estudios. Para llevar a cabo el análisis se ha utilizado una metodología cualitativa, que nos permite poder valorar de manera suficientemente rica los factores que influyen en la motivación de las decisiones del alumnado. Los resultados apuntan a que el alumnado de la modalidad de Ciencias está más motivado extrínsecamente que el alumnado de Humanidades y Ciencias Sociales, lo que señala la necesidad de trabajar factores de motivación extrínseca en estas modalidade
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Get PDFEl aprendizaje-servicio es una metodología didáctica que se basa en el aprendizaje de contenidos mediante la realización de un servicio para atender una necesidad social del entorno del alumnado. La investigación educativa apoya su empleo en distintos niveles de enseñanza, entre ellos la formación inicial del profesorado en la que, además de favorecer el aprendizaje conceptual, facilita el desarrollo de competencias relacionadas con la docencia. En este trabajo se analizan 8 proyectos de aprendizaje-servicio diseñados e implementados por futuros maestros. La mayoría de los proyectos están orientados a resolver problemáticas relacionadas con la gestión de residuos y la falta de recursos básicos, planteándo objetivos de aprendizaje y de servicio relacionados con la sensibilización hacia estas problemáticas. Dichos proyectos se difunden mediante las redes sociales y la mayoría se implementa parcialmente, debido a la falta de colaboración de las distintas instituciones implicadas.Service-learning is a didactic methodology that pursues content learning by performing a service with which to solve a social need in the students' environment. Educational research supports its use in different educational levels, including initial teacher training in which, in addition to promoting conceptual learning, facilitates the development of competences related to teaching. In this work we analyse 8 service-learning projects designed and implemented by future Primary teachers. Most of these projects are geared towards solving problems related to waste management and lack of basic resources, raising learning and service objectives related to the awareness of these problems. Designed projects were disseminated through social networks and most of them were partially implemented, due to the lack of cooperation of involved organizations.