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Awareness and training in gender equality among undergraduate students in Teaching degrees in Castilla-La Mancha (Spain)
No full textThe incorporation of a gender perspective in teacher education is essential to ensure an equitable educational system; however, its inclusion in training programs presents shortcomings that perpetuate structural inequalities and limit teachers’ capacity to act as agents of social change. This study is based on a mixed-methods design with an explanatory sequential approach, integrating quantitative and qualitative methods applied in two consecutive phases. The objectives were to analyze teacher education students’ sensitivity toward gender equality training and to explore their perceptions of this topic. The first phase included a sample of 1,143 students enrolled in Early Childhood Education, Primary Education, and Double Degree programs at the Faculties of Education in Castilla-La Mancha (Spain). In the second phase, 27 focus groups were conducted with 210 previously surveyed students from the same initial teacher training programs. Quantitative results reveal a significant gap between the desire to receive gender equality training and its actual availability, highlighting its limited integration in training curricula. Women showed greater sensitivity toward its inclusion, although no differences were found in awareness of gender inequalities or institutional perception. Qualitative findings revealed the insufficiency of current training, limiting students’ critical preparation and potentially perpetuating sexist attitudes. Teacher education students advocate for more structured and continuous training systematically integrated into university curricula. The study confirms the urgent need to revise training programs by adopting a comprehensive and transversal approach to gender equality education to promote both professional development and the effective implementation of equality policies.La incorporación de la perspectiva de género en la formación docente es esencial para garantizar un sistema educativo equitativo, pero su inclusión en los programas formativos presenta deficiencias que perpetúan desigualdades estructurales y limitan la capacidad del profesorado para actuar como agente de cambio social. Este estudio se basa en un diseño de método mixto con un enfoque secuencial explicativo, en el que se integran métodos cuantitativos y cualitativos aplicados en dos fases consecutivas. Los objetivos del estudio fueron analizar la sensibilidad del alumnado de magisterio respecto a la formación en igualdad de género, así como explorar sus percepciones sobre esta temática. La muestra del primer estudio incluyó a 1143 estudiantes matriculados en los Grados en Educación Infantil, Educación Primaria y el Doble Grado, en las Facultades de Educación de Castilla-La Mancha (España). En la segunda fase, se realizaron 27 grupos de discusión con 210 estudiantes previamente encuestados, también pertenecientes a estos programas de formación inicial docente. Los resultados cuantitativos evidencian una brecha significativa entre el deseo de recibir formación en igualdad de género y su disponibilidad real, destacando su escasa integración en los programas formativos. Las mujeres mostraron mayor sensibilidad hacia su inclusión, aunque no se encontraron diferencias en la conciencia sobre las desigualdades de género o la percepción institucional. Los resultados cualitativos revelaron la insuficiencia de la formación actual, lo que limita la preparación crítica del alumnado en formación docente y podría perpetuar actitudes sexistas. El alumnado de magisterio aboga por una formación más estructurada y continua, integrada sistemáticamente en los currículos universitarios. El estudio confirma la necesidad urgente de revisar los programas formativos, adoptando un enfoque integral y transversal en la formación en igualdad de género para promover tanto el desarrollo profesional del profesorado como la implementación efectiva de políticas de igualdad
Validation of a Digital Competence Model for Teachers : A Systematic Review
No full textEl desarrollo de la Competencia Digital Docente es un tema central en la educación moderna, sin embargo, los modelos actuales que la evalúan no siempre son aplicables a todos los contextos y condiciones particulares. Este estudio busca, a través de una revisión sistemática, identificar los métodos más adecuados para validar un modelo de Competencia Digital Docente propuesto por la Universidad Autónoma de San Luis Potosí (UASLP). Se realizó una revisión sistemática siguiendo las directrices PRISMA, utilizando las bases de datos Web of Science, ERIC y Google Scholar para seleccionar artículos publicados entre 2018 y 2023. Se seleccionaron seis estudios relevantes para analizar los métodos de validación. El análisis reveló que el método Delphi es el más apropiado para validar el modelo en contextos educativos como el de la UASLP, destacándose por su capacidad para generar consenso entre expertos. Este estudio proporciona una guía útil para la validación de modelos educativos, adaptada al contexto de la UASLP, contribuyendo al fortalecimiento de la Competencia Digital Docente.The development of Digital Competence for Teachers is a central topic in modern education; however, current models that assess it are not always applicable to all contexts and particular conditions. This study aims, through a systematic review, to identify the most suitable methods to validate a Digital Competence Model for Teachers proposed by the Universidad Autónoma de San Luis Potosí (UASLP). A systematic review was conducted following PRISMA guidelines, using the databases Web of Science, ERIC, and Google Scholar to select articles published between 2018 and 2023. Six relevant studies were selected to analyze the validation methods. The analysis revealed that the Delphi method is the most appropriate for validating the model in educational contexts like that of UASLP, standing out for its ability to generate expert consensus. This study provides a useful guide for the validation of educational models, adapted to the UASLP context, contributing to the strengthening of Digital Competence for Teachers
It-clauses with adjectival predicates in English-medium articles: disciplinary and linguacultural considerations.
No full textThis article examines it-clauses with adjectival predicates in 240 English-medium articles by Polish and Anglophone authors representing medicine and psychology, aiming to investigate how disciplinary and linguacultural constraints affect the frequency, in-text distribution, and semantic, syntactic, and lexical variability of the structure. The study attempts to address a gap in previous research, which has not yet compared these two disciplines and linguacultural contexts to reveal how they differ in their use of the device to express the writer’s stance. The results show that it-clauses are significantly more frequent in psychology and that the disciplines differ in the degree to which they exploit various aspects of the evaluative potential of the structure, although both use it most heavily in discussions, and prioritize to-infinitive clauses and evaluative predicates. The latter preference, as the study reveals, is marked only in Polish articles, where prominence is given to those features of it-clauses that are frequent in popular and non-native English writing. The features preferred in Anglophone articles are more typical of proficient writing
Gregorio Carrasco Serrano (Coord.), La Meseta Sur de Hispania en Época Romana Altoimperial, Cuenca, Ediciones de la Universidad de Castilla-La Mancha, 2024, 360 páginas. ISBN 978-84-9044-635-5.
No full textEs reseña de: La meseta sur de Hispania en época romana altoimperial / coord. por Gregorio Carrasco Serrano. -- Castilla-La Mancha : Ediciones de la Universidad de Castilla-La Mancha, 2024. -- ISBN 978-84-9044-635-5
Supervision of Physical Education teacher competence: A contextual approach to planning, objectives, instruments, and scheduling
No full textThis study explored the supervision of Physical Education (PE) teacher competence through a contextual approach using the CIPP model (Context, Input, Process, and Product). It also examined the implementation of supervision carried out by school principals at several junior high schools in Bima City, with a focus on planning, program objectives, the instruments used, and the schedule for conducting supervision. Through interviews with PE teachers at several junior high schools, it was found that the supervision planning was done collaboratively, program objectives were aligned with the school’s vision, supervision instruments had undergone significant development, and the supervision schedule was designed with flexibility and teachers' needs in mind. The research results showed that a systematic approach to supervision not only improves teacher competence but also enhances the quality of education at the school. The contextual approach was applied to ensure that the supervision program aligns with the field's needs and situation, thereby achieving optimal results. The findings of this study are expected to contribute to the development of more effective supervision practices, tailored to improve PE teachers' competencies at various levels of education
Evaluación de la validez factorial y la invarianza longitudinal de los indicadores de habilidades básicas de lectura temprana en alumnos españo-les de primer grado
No full textSe realizó un estudio para analizar la validez factorial y la inva-rianza longitudinal de medida de los indicadores de progreso de aprendizaje en lectura (IPAL) como medición basada en el currículo (MBC) en estu-diantes españoles de primer grado de primaria. El modelo propuesto es un modelo de primer orden compuesto por dos factores correlacionados: un factor compuesto por las tareas de fluidez en conocimiento alfabético, flui-dez en conciencia fonológica y conocimiento del lenguaje impreso, que sir-ven como indicadores observables para el factor subyacente de habilidades tempranas emergentes, y fluidez en lectura oral, lectura de pseudopalabras, y textos mutilados que sirven como indicadores observables para el factor de habilidades de alfabetización convencionales. El IPAL está compuesto de tres formas paralelas (i.e., A, B y C), y se administró tres veces diferentes a 947 estudiantes españoles de primer grado durante el año escolar (otoño, primavera y verano). Se concluye que la MBC muestra una validez de cons-tructo adecuada y una equivalencia de medición, lo que permite la evalua-ción de habilidades esenciales de primer grado que acontecen mientras los niños aprenden a leer.A study was conducted to analyze the factor validity and longi-tudinal measurement invariance of indicators of basic early reading skills in Spanish first-grade students via a curriculum-based measurement (CBM) approach. The proposed model is a first-order model comprising two cor-related factors: one factor, comprising tasks measuring alphabetic knowledge, phonological awareness, and print awareness, serves as an ob-servable indicator for the foundational skills underlying factor, whereas oral reading fluency, pseudoword reading, and maze sentences serve as ob-servable indicators of the conventional literacy or reading skills factor. The CBM consisted of three parallel forms (A, B, and C) and was administered at three different times during the school year (fall, winter, spring) to 947 Spanish first-grade students. It is concluded that the CBM demonstrates adequate construct validity and measurement equivalence, allowing for the evaluation of first-grade essential skills that occur as children learn to read
The ethics of care confronted with its contradictions in Jean-François-Farid Boukraba’s play L’homme à la sacoche.
No full textEste artículo examina cómo la ética del cuidado, tal como se representa en L’Homme à la sacoche de Jean-François-Farid Boukraba, al elevar la palabra a principio fundador del acto de cuidar, podría paradójicamente dar lugar a un régimen de constricción lingüística. El análisis sugeriría que el habla impuesta se relaciona menos con el reconocimiento de la subjetividad que con su captura dentro de un mero simulacro de voz. Bajo estas condiciones, el cuidado podría promover una dinámica de agotamiento psíquico más que un proceso de reparación. El sufrimiento, resistente a toda articulación semántica, emergería como una fuerza muda que excede la relación terapéutica, mientras que el cuerpo paralizado reflejaría el borramiento progresivo del sujeto. Quedaría por preguntarse si la palabra no constituiría, no obstante, un último y frágil intento de resistir la completa desaparición del yo.Résumé: Cet article se propose d’analyser comment l’éthique du care, à travers la pièce de théâtre L’Homme à la sacoche, écrite par Jean-Francois-Farid Boukraba, en érigeant la parole en principe fondateur du soin, pourrait paradoxalement produire un régime de contrainte langagière. Il s’agirait de montrer que la parole imposée relèverait moins d’une reconnaissance de la subjectivité que d’une capture de celle-ci dans un simulacre de voix. Le soin pourrait dès lors favoriser une logique d’épuisement psychique plutôt qu’une dynamique de réparation. La souffrance, irréductible à toute sémantisation, s’affirmerait comme une force muette, excédant la relation thérapeutique, tandis que le corps, paralysé, deviendrait le reflet passif de cette dissolution. Resterait à se demander si la parole ne constituerait pas malgré tout une ultime tentative fragile de résistance face à la disparition du soi.Abstract: This paper examines how the ethics of care, as staged in L’Homme à la sacoche by Jean-François-Farid Boukraba, elevating speech to the founding principle of caregiving, might paradoxically give rise to a regime of linguistic constraint. The analysis would suggest that imposed speech pertains less to the recognition of subjectivity than to its capture within a mere simulacrum of voice. Care, under these conditions, could promote a dynamic of psychic exhaustion rather than one of repair. Suffering, resistant to semantic articulation, would emerge as a mute force exceeding the therapeutic relation, while the paralyzed body would mirror the subject’s gradual effacement. The question would remain whether speech could nonetheless offer a final, fragile attempt to resist complete self-erasure
The relationships between tactical formation, technical-tactical performance, and match outcome in the Ethiopian Bet King Premier League
No full textThis study aimed to conduct a comprehensive analysis using a correlational study design to find the relationships between tactical formation, technical-tactical performance, and match outcome in the Ethiopian Bet King Premier League. Out of the seasons 240 matches, 40 matches were taken using a purposive sampling technique. A conceptual model guided the study process and how the study variables relate to one another, illuminating the dynamics that affect success in competitive soccer situations. The study results showed that in the Ethiopian Bet King Premier League, formation does not correlate with either technical-tactical performances such as ball possession and shots or with match outcomes, except the interrelationship among the technical tactical performance parameters and match outcome. However, a significant difference exists among the formations only in possession percentage F (3, 76) = 3.018, p = .035. The study has the implication that investigation of key performance indicators (KPIs) in today’s soccer must go far beyond identifying advanced performance indicators that can reflect the outcome of the game. Thus, for coaching, it implies that what matters the most is not the position we give to each player and the number of players in each position; instead, the complex intricacies of players’ movement, decisions, and positional change among the players could be potential factors for winning/match outcome
In vitro colonic fermentation of orange peel fibres: Effect on microbial modulation, SCFAs production and carotenoid degradation
No full textOrange peel by-products are valuable for their content of dietary fibre and bioactive compounds that offer health
benefits, such as the production of short-chain fatty acids (SCFAs) and modulation of gut microbiota. The aim of
this study is to evaluate the prebiotic effect of three fibre-rich fractions of orange peel (orange peel extract, OP;
insoluble fibre fraction, IFF; and water-soluble extract, WSE) by means of in vitro fermentation. Degradation of
carotenoids during fermentation was examined to explore their interaction with the microbiota. The results
indicate that in vitro fermentation of fibre-rich ingredients increased Lactobacillus and Bifidobacterium populations.
WSE, rich in bioactive compounds, increased Bifidobacterium by 2.5 times compared with the other
fractions, and gave a 1.5-fold higher total SCFAs production and a noteworthy evolution of butyrate. Moreover,
although carotenoids decreased during fermentation, they remained detectable at the end of the process, suggesting
that they are not efficiently metabolized by microbiota and could persist in the colon for a longer period.
These findings open up new avenues of research in the use of by-products to develop novel ingredients. In
addition, future research should focus on investigating the behaviour of carotenoids during digestion, as well as
their antioxidant, anti-inflammatory, and microbiota-modulating effects
Steuckers, R. (2022). La Nueva Derecha: por una crítica constructiva, Cenicero, Letras Inquietas. ISBN: 979-8849560120.
No full textEs reseña de: La Nueva Derecha: por una crítica constructiva / Robert Steuckers. -- Cenicero (La Rioja) : Letras Inquietas, 2022