Portal de Revistas Académicas de la Universidad Católica de la Santísima Concepción
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en frances: DANIEL SANTIBÁÑEZ GUERRERO. El problema de la esclavitud en la filosofía política de Platón. Editorial Universitaria, Santiago de Chile, 2022, 177 p. ISBN 978-956-11-2932-0
No full textReview of El problema de la esclavitud en la filosofía política de Platón (2022), written by Daniel Santibáñez Guerrero, published by Editorial Universitaria.Recensión del libro El problema de la esclavitud en la filosofía política de Platón (2022), escrito por Daniel Santibáñez Guerrero, publicado por Editorial Universitaria.Compte rendu du livre El problema de la esclavitud en la filosofía política de Platón (2022), écrit par Daniel Santibáñez Guerrero, publié par Editorial Universitaria
Evaluation of Teacher Induction Programs (E-Tip): Validity of the Criteria
No full textThe aim of this study was to validate the criteria of an instrument created to ensure the quality of teaching induction programs. It was an applied research with a mixed meth-od approach. The sample was non-probability by convenience. The instrument was constructed on the basis of available bibliography and the content was validated by expert judgment through a Likert scale with an alpha of Cronbach of 0.86. The Aiken V was applied to the judgment of the experts. The 14 relevant criteria had an average approval rate of 80.6% versus 3.6% of disapprovals and, according to the Aiken V, thirteen of the fourteen items should be included in the final version of the scale. In conclusion, the E-Tip criteria proved to be valid in the content validation. Furthermore, further research is needed on qualitative instruments to assess the criteria mentioned.The aim of this study was to validate the criteria of an instrument created to ensure the quality of teaching induction programs. It was an applied research with a mixed meth-od approach. The sample was non-probability by convenience. The instrument was constructed on the basis of available bibliography and the content was validated by expert judgment through a Likert scale with an alpha of Cronbach of 0.86. The Aiken V was applied to the judgment of the experts. The 14 relevant criteria had an average approval rate of 80.6% versus 3.6% of disapprovals and, according to the Aiken V, thirteen of the fourteen items should be included in the final version of the scale. In conclusion, the E-Tip criteria proved to be valid in the content validation. Furthermore, further research is needed on qualitative instruments to assess the criteria mentioned.O objetivo do presente estudo era validar os critérios de um instrumento criado para garantir a qualidade dos programas de indução de professores. Era uma pesquisa aplicada com uma abordagem de método misto. A amostra era não-probabilística por conveniência. O instrumento foi construído com base na bibliografia disponível, e o conteúdo foi validado pelo julgamento de especialistas através de uma escala Likert com um alfa de Cronbach de 0,86. O V de Aiken foi aplicado ao julgamento dos especialistas. Os 14 critérios de relevância tiveram uma aprovação média de 80,6% contra 3,6% de desaprovação e, de acordo com o V de Aiken, todos os itens deveriam ser incluídos na versão final da escala. Em conclusão, o critério E-Tip resultou em ser válido na validação do conteúdo. Além disso, é preciso investigar mais a fundo os instrumentos qualitativos para avaliar os critérios mencionados
Introducing Cooperative Learning for ELT in Chile: Two Teachers’ Perceptions and Use
No full textThis paper reports a qualitative research study case on two teachers’ conceptions and perceptions on the use of cooperative learning through literature in two vulnerable schools in the Metropolitan area. The study aimed at examining the preconceptions, expectations and apprehensions that hinder teachers from using more interactive methods to EFL such as CL, while perpetuating the use of methodologies such as grammar translation method. Data was gathered through lesson observations rubrics, teachers’ reflexive journals, and teachers’ interviews. Results evidenced that both teachers found the experience useful and helped them realize how important is their role as agents of change. However, the results also suggest that there are certain difficulties in the application of this method which has to do with students’ culture and better training in approaches such as CL. This paper reports on a qualitative study of the perceptions of two English teachers about their adoption of cooperative learning in two vulnerable schools in Santiago. The study aimed to examine the preconceptions, expectations and apprehensions that prevent teachers from incorporating more interactive methodologies, such as cooperative learning and content-based approaches, when teaching English as a foreign language, such as cooperative learning and content-based approach thus perpetuating the use of more traditional approaches like the grammar translation method. Data were collected through rubrics from classroom observations, teachers\u27 reflective journals, and teachers’ semi-structured interviews. Data were coded according to the model provided by Creswell (2013), which allowed us to categorize themes that later were interpreted in the context of the study. The results showed that both teachers found the experience useful and helped them realize how important their role as agents of change is. Nonetheless, the results also suggest that teachers face important challenges when introducing cooperative learning at schools, which are related to the school communities\u27 culture and what is expected from teachers. An implication of the findings was that when teachers introduce cooperative learning, they should incorporate a formative phase to help students understand the dynamics of this approach
Ser profesor en entornos virtuales: desafíos y demandas post pandemia a la formación inicial docente. Una aproximación desde la evaluación de futuros profesores y mentores
No full textThe 2020-2021 educational context, characterized by the abrupt change from a face-to-face modality towards distance education, generated learning experiences unknown up to that moment. Although distance education has existed for years, for the first time it was applied massively and at all educational levels. This article shows the results of a study that investigated the experience of future teachers and their mentors in the school system regarding the classroom practices carried out in this new virtual modality. From the application of a qualitative survey, and under a qualitative-interpretative paradigm, their practices were analyzed, identifying didactic, curricular, and technological aspects, among others, that facilitated or hindered the teaching-learning processes. The results show that for teachers in training this experience was highly complex, mainly due to what they consider to be a lack of preparation in their initial training for this virtual teaching scenario. In the case of their tutors, there is a negative perception of the impact of this context of virtual practices in the formation of professional skills. Although they admit the development of new skills, the inevitable return to face-to-face, considered this as the normal context, makes one always think about the deficiencies that virtuality leaves in professional skills necessary for face-to-face teaching. The foregoing also provides the framework for reflection on the demands that this new context places on the training of 21st century teachers.El contexto educativo 2020-2021, caracterizado por el cambio abrupto de una modalidad presencial, hacia una educación a distancia, generó experiencias de aprendizaje hasta ese momento desconocidas. Este artículo muestra los resultados de un estudio descriptivo, el cual a partir de la aplicación de una encuesta en línea, evaluó las experiencias de profesores en formación, pertenecientes a carreras de Pedagogía de la Universidad de Concepción, y de sus mentores del sistema escolar respecto a las prácticas profesionales realizadas en esta nueva modalidad virtual. Los resultados muestran que para los profesores en formación esta experiencia fue de una alta complejidad, dada principalmente por lo que consideran una falta de preparación en su formación inicial para este escenario de enseñanza remota. En el caso de los mentores, se aprecia una percepción negativa del impacto de este contexto de prácticas virtuales en la formación de competencias profesionales. Si bien ambos admiten el desarrollo de nuevas habilidades, el inevitable retorno a la presencialidad, releva las carencias que la virtualidad deja en habilidades profesionales necesarias para la enseñanza en contextos de “normalidad“. Lo anterior también permitió la reflexión sobre las exigencias que este nuevo contexto deja a la formación de profesores del siglo XXI
Uso de habilidades investigativas em professores praticantes de Letras na Educação Básica.
No full textThe Teacher Professional Performance Evaluation, which has been implemented in Chile since 2003, measures the teaching competencies established in the Framework for Good Teaching. Year after year the lowest results are in the domains of reflection and research of their own practice, being only 33% reaching an expected category. The aim of this research is to analyze the investigative skills that teachers in the practice of Language and Communication in Primary Education have and to know their perspective on educational research. A qualitative approach and ethnomethodological design was used, in which 19 semi-structured interviews were conducted with teachers who had between 2 and 34 years of experience, from different educational institutions and who were currently teaching the subject of Language and Communication. Through thematic analysis, the transcriptions were studied in search of initial codes that allowed finding central themes. The results identified two major themes: perception of research and use of research in the classroom, from which three and four codes emerged respectively, among which the difficulties for not doing research stand out, time being the main one, and the lack of knowledge of their own research competencies, which leads to a superficial investigation of their own practice. Among the conclusions, the relevance of knowing the reality of teachers is mentioned, focusing on why they do not carry out research and on the difficulties that prevent them from combining the teaching and research roles.La Evaluación de Desempeño Profesional Docente ha sido implementada en Chile desde el año 2003, esta mide las competencias docentes establecidas en el Marco para la Buena Enseñanza. Año tras año los resultados más bajos se encuentran en los dominios de reflexión e investigación de su propia práctica, siendo solo un 33% que alcanza una categoría esperable. La presente investigación tiene por objetivo analizar las competencias investigativas que poseen los docentes en ejercicio de Lenguaje y Comunicación en Educación Básica y conocer su perspectiva sobre la investigación educativa. Se utilizó un enfoque cualitativo y diseño etnometodológico, dentro del cual se realizaron 19 entrevistas semiestructuradas a profesoras que tenían entre 2 a 34 años de experiencia, de distintas dependencias educativas y que actualmente estaban impartiendo la asignatura de Lenguaje y Comunicación. Por medio del análisis temático se estudiaron las transcripciones en búsqueda de códigos iniciales que permitieron encontrar temas centrales. Los resultados identificaron dos grandes temáticas: percepción de la investigación y uso de la investigación en el aula, desde allí se desprendían tres y cuatro códigos respectivamente, dentro de estos se destacan las dificultades para no investigar, siendo el tiempo el principal, y la falta de conocimiento de sus propias competencias investigativas, lo que deriva a una investigación superficial de su propia práctica. Entre las conclusiones se menciona la relevancia de conocer la realidad de los docentes, centrándose en por qué no realizan investigación y en las dificultades que les impide combinar el rol docente y rol investigador.
A Avaliação do Desempenho Profissional Docente é implementada no Chile desde 2003. Mede as competências docentes estabelecidas no Marco para o Bom Ensino. Ano após ano, os resultados mais baixos encontram-se nos domínios da reflexão e investigação da própria prática, com apenas 33% a atingir uma categoria esperada. O objetivo desta pesquisa é analisar as competências investigativas dos professores que atuam em Língua e Comunicação na Educação Básica e conhecer sua perspectiva sobre a pesquisa educacional. Foi utilizada uma abordagem qualitativa e delineamento etnometodológico, onde foram realizadas 19 entrevistas semi-estruturadas com professores com experiência entre 2 e 34 anos, de diferentes unidades educativas e que leccionavam actualmente a disciplina de Linguagem e Comunicação. Por meio da análise temática, as transcrições foram estudadas em busca de códigos iniciais que permitissem encontrar temas centrais. Os resultados identificaram dois grandes temas: percepção da pesquisa e uso da pesquisa em sala de aula, a partir daí foram lançados três e quatro códigos respectivamente, dentro destes destacam-se as dificuldades de não investigar, sendo o tempo a principal, e o desconhecimento de suas próprias habilidades investigativas, o que leva a uma investigação superficial de sua própria prática. Entre as conclusões, menciona-se a relevância de conhecer a realidade dos professores, enfocando os motivos pelos quais eles não realizam pesquisas e as dificuldades que os impedem de conciliar as funções de ensino e pesquisa
Educação Ambiental e Ensino de Biologia: uma experiência pedagógica a partir da Aprendizagem Baseada em Projetos
No full textEnvironmental Education (EE) intends to sensitize subjects so that they are aware of the negative impacts that human actions cause to the environment and can contribute to sustainability. Teachers are fundamental in this process, because through their pedagogical practice they can contribute to the criticality and formation of environmental multipliers. The objective of this article is to present the pedagogical experience lived in the teaching of EE through the Project-Based Learning (PBL), in order to contribute with the reflections on the subject. The methodology used to write this article, the result of a doctorate in progress at Rede Nordeste de Ensino, was the report and experience. Data were obtained from participant observation. The case study location was a Federal Education Institution, located in the state of Ceará, Brazil. The target audience were undergraduates from the undergraduate course in biological sciences. Based on the results, the PBL proved to be indicated for the teaching of EE, as it enabled the students to become protagonists, collaborative work, in addition to providing a favorable learning environment.A Educação Ambiental tenciona sensibilizar os sujeitos para que, conscientes dos impactos negativos que as ações humanas causam ao meio ambiente, possam contribuir para a sustentabilidade. Os professores são fundamentais nesse processo, pois através da sua prática pedagógica podem colaborar para a criticidade e formação de multiplicadores ambientais. O objetivo deste artigo é apresentar a experiência pedagógica vivenciada no ensino da Educação Ambiental através da Aprendizagem Baseada em Projetos, no intuito de propiciar reflexões sobre o tema. Este trabalho é decorrente de uma pesquisa de doutorado em andamento e a metodologia utilizada para sua escrita foi o relato de experiência. Os dados foram coletados a partir da observação-participante e sua análise foi qualitativa, a partir de um estudo de caso. A pesquisa foi realizada em uma Instituição Federal de Ensino, localizada no Ceará, Brasil, e o público-alvo foi composto por um grupo de graduandos do Curso de Licenciatura em Ciências Biológicas. Por fim, a Aprendizagem Baseada em Projetos se mostrou positiva para o ensino da Educação Ambiental, uma vez que possibilitou o protagonismo dos alunos, o diálogo e a prática reflexiva sobre o tema, contribuindo para a formação de multiplicadores que reforçam a importância da preservação ambiental e da adoção de práticas sustentáveis.A Educação Ambiental (EA) intenciona sensibilizar os sujeitos para que conscientes dos impactos negativos que as ações humanas causam ao meio ambiente possam contribuir com a sustentabilidade. Os professores são fundamentais nesse processo, pois através da sua prática pedagógica podem contribuir com a criticidade e formação de multiplicadores ambientais. O objetivo desse artigo é apresentar a experiência pedagógica vivenciada no ensino da EA através da Aprendizagem Baseada em Projetos (ABP), no intuito de contribuir com as reflexões sobre o tema. A metodologia utilizada para escrita desse artigo, resultado de um doutorado em andamento da Rede Nordeste de Ensino, foi o relato de experiência. Os dados foram coletados a partir da observação participante. O local estudo de caso foi uma Instituição Federal de ensino, localizado no estado do Ceará, Brasil. O público alvo foram graduandos do curso superior de licenciatura em ciências biológicas. Com base nos resultados, a ABP se mostrou indicada ao ensino da EA pois possibilitou o protagonismo dos discentes, o trabalho colaborativo, além de proporcionar um ambiente favorável a aprendizagem
Sin Reflexión No Hay Innovación: El Papel de la Reflexión Docente en el Impulso de la Innovación Educativa en Educación Superior
No full textThe object of this papper is to identify the factors that influence the reflextive teaching practice to promote innovation in pedagogical practices in the context of Atacama University, particulary at the Vallenar University. This proposal arises from the need for teacher evaluation in higher education, wich was not able to have successful practices in the classroom in terms of knowledge transfer or even in the incentive of student participation. In this way, the need and interdependence of reflextive practice for the successful development of educational innovation is proposed, but with the fulfillment of some key elements: Reflection’s concept, understanding of the type of teacher reflextion and the moment of application and finally consider intrinsic and extrinsic factors that limit said exercise.Este artículo busca identificar los factores que influyen en la práctica reflexiva de los docentes para promover la innovación en la enseñanza en la Sede Vallenar de la Universidad de Atacama. Surge de la necesidad de mejorar la evaluación docente en educación superior y facilitar prácticas reflexivas efectivas para la transferencia de conocimientos en el aula. Se enfatiza la importancia y la interdependencia de la reflexión para el desarrollo exitoso de la innovación educativa, proponiendo la unificación del concepto de reflexión, la comprensión del tipo y momento de aplicación de la reflexión docente, y la consideración de factores limitantes intrínsecos y extrínsecos
Inclusión educativa en Colombia: El impacto del periódico escolar en una escuela primaria a través de la Investigación – Acción
No full textInclusive education has been consolidated as a universal right in which leading inclusive processes becomes an unavoidable commitment of educational institutions, family, and society. The present time demands openness to a new educational vision, which breaks the traditional schemes and makes room for new strategies where there is respect for the different dynamics of communication, rhythms and learning styles, allowing the free development of the being. In this context, the research process of analysis of the impact of implementing the school newspaper in a public educational institution in Colombia, with children in fifth grade of primary school, is developed. The research carried out is framed within the qualitative approach and responds to the methodological design of action – research, with direct participation of the researchers within the context of application, which was approached using the cultural identity of the region as a guiding theme. Through the implementation of the school newspaper, dynamics of participation, teamwork and motivation were generated, as well as spaces for diversity, where all students were able to use their skills and learn about different topics of interest in a cross – cutting manner, enhancing their learning process in a comprehensive manner. The project shows a significant contribution to the rescue of cultural traditions, as a main element that favors inclusion based on criteria of identity, respect, and value for difference, making it a means that strengthens the construction of knowledge.La educación inclusiva se ha consolidado como un derecho universal, en el cual liderar procesos incluyentes se convierte en un compromiso ineludible de las instituciones educativas, la familia y la sociedad. La actualidad exige apertura a una nueva visión educativa, que rompa los esquemas tradicionales y dé cabida a nuevas estrategias en donde haya respeto por las diferentes dinámicas de comunicación, ritmos y estilos de aprendizaje, permitiendo el libre desarrollo del ser. En este contexto, se desarrolla el proceso investigativo de análisis del impacto al implementar el periódico escolar en una institución educativa pública de Colombia, con niños de grado quinto de primaria. La investigación llevada a cabo se enmarca en el enfoque cualitativo y responde al diseño metodológico de investigación – acción, con participación directa de los investigadores dentro del contexto de aplicación, el cual fue abordado utilizando como temática orientadora la identidad cultural de la región. A través de la implementación del periódico escolar se generaron dinámicas de participación, trabajo en equipo y motivación, así como espacios para la diversidad, en donde todos los estudiantes pudieron utilizar sus habilidades y aprender sobre diferentes temas de interés de manera transversal, potenciando su proceso de aprendizaje de manera integral. El proyecto muestra un aporte significativo en el rescate de las tradiciones culturales, como elemento principal que favorece la inclusión desde criterios de identidad, respeto y valor por la diferencia, haciendo de ello un medio que fortalece la construcción de conocimiento
Connotaciones atribuidas a la evaluación: estudio empírico basado en factores de ingreso a la Formación Inicial Docente
No full textAddressing the assessment of learning as an object of teacher knowledge is key to quality education at different school levels. This invites us to specify the elements that characterise its representation, particularly in future teachers, whose access routes to Higher Education are diverse, in accordance with an education system of greater coverage and equity. The study is based on an analysis of the 2021 cohort, with population data of 344 entrants to Initial Teacher Training in a regional campus of the Consortium of Universities of the State of Chile (CUECH). In order to delve into incident factors of the university selection process (NEM, Ranking and PSU scores) a stratified probability sampling plan was defined in two stages, with a confidence level of 90% and a margin of error of 5%. The data were collected using a Natural Semantic Networks survey created ad hoc to investigate the centres of interest Formative Assessment, Summative Assessment, Self-Assessment, Co-Assessment and Feedback. The analysis of associations and hierarchies was carried out with the SemNet programme. The results show coincidence in the attributions given to terms frequently used in Chilean Spanish, with few allusions to terms used in specialised language in the field of Educational Assessment. These findings provide diagnostic background information that contributes to the debate about the knowledge that teachers need to have throughout their training to become assessment literacy.Abordar la evaluación de los aprendizajes como un objeto de conocimiento del profesorado resulta clave para una educación de calidad en los distintos niveles escolares. Esto invita a precisar los elementos que caracterizan su representación, particularmente en futuros docentes, cuyas vías de acceso a la Educación Superior son diversas, acorde a un sistema educativo de mayor cobertura y equidad. El estudio se basa en un análisis de la cohorte 2021, con datos poblacionales de 344 ingresantes a la Formación Inicial Docente en un plantel regional del Consorcio de Universidades del Estado de Chile (CUECH). A fin de profundizar en factores incidentes del proceso de selección universitaria (NEM, Ranking y Puntajes PSU) se definió un plan de muestreo probabilístico estratificado en dos etapas, con un nivel de confianza del 90% y un margen de error del 5%. Los datos se recopilaron mediante una encuesta de Redes Semánticas Naturales creada ad hoc para indagar en los centros de interés Evaluación Formativa, Evaluación Sumativa, Autoevaluación, Coevaluación y Retroalimentación. El análisis de las asociaciones y jerarquías se efectuó con el programa SemNet. Los resultados muestran coincidencia en las atribuciones otorgadas a términos de uso frecuente en español chileno, con escasas alusiones a vocablos propios del lenguaje especializado en el campo de la Evaluación Educativa. Estos hallazgos proporcionan antecedentes de tipo diagnóstico que contribuyen al debate acerca del conocimiento que han de tener los docentes a lo largo de su trayectoria formativa para llegar a estar alfabetizados en evaluación
¿Hay lugar para lo emocional en la enseñanza de la física universitaria? Un acercamiento desde el relato del docente
No full textThis qualitative research article explores the teaching process and emotional bond of a group of university physics teachers at a private Chilean university\u27s physical sciences department. The study aimed to illustrate the emotional experiences of a group of university physics teachers, considering the characteristics that shaped their teaching style. Six teachers from physical sciences departments participated in semi-structured interviews. The results, derived from a content analysis of the interview corpus, reveal a sense of anxiety stemming from the limited availability of teaching aids, fatigue stemming from the use of conventional physics teaching methods, a deficiency of emotional support, and a sense of neglect in the teaching process. We anticipate considering these elements to cultivate a supportive and emotionally contained environment for university physics teachers.El presente artículo de investigación cualitativa indaga en el proceso de enseñanza y el vínculo emocional de un grupo de docentes de la asignatura de física, impartida en el departamento de ciencias físicas en una universidad privada chilena. El objetivo del estudio fue mostrar las experiencias emocionales de un grupo de docentes en el área de física universitaria, en contexto de su trabajo, considerando las características con las que se desarrollaba su docencia. Se implementaron entrevistas semiestructuradas a seis docentes vinculados a cátedras de ciencias físicas. Los resultados, mediante un análisis de contenido realizado al corpus de las entrevistas, señalan que existe una percepción de ansiedad relacionada con la escasez de herramientas de apoyo con las que se desarrolla la docencia, junto a un agotamiento debido a la adopción de enfoques tradicionales en la enseñanza de la física, falta de apoyo emocional y percepciones de descuido en el proceso de enseñanza. Se espera que estos elementos sean considerados para propiciar un clima de apoyo y contención emocional a los docentes de física universitaria