International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Impacto emocional generado en las familias tras la identificación de un hijo/a con altas capacidades
Get PDFThis paper aims to analyze the emotional impact generated in families after the identification of a child with high abilities. The initial section highlights the role of the family in the child’s development, as well as the possible difficulties derived within the family due to the identification. In this section, the importance of the relationship between the family and the educational center is also explained to finally focus on the emotional response that families experience when faced with the news. The second section focuses on descriptive research carried out through a questionnaire for families (Annex I) answered by 217 participants. The research aims to help analyze the intra family relationships, the educational response provided by the center to meet the needs of the identified child and the emotional response experienced by the family due to the identification. The results obtained reveal that family relationships often undergo changes, although mostly positive. Also, that the educational response does not satisfy families because in most cases it is non-existent and they also reveal that the emotions experienced when receiving the news, in general, tend to oscillate between uncertainty and fear at first, and pride and joy after a while. Este trabajo pretende analizar el impacto emocional que se genera en las familias tras la identificación de un hijo/a con altas capacidades. En primer lugar, se destaca el papel de la familia en el desarrollo del niño/a, así como se explican las posibles dificultades a nivel familiar derivadas de la identificación. Se explica también la importancia de la relación entre la familia y el centro educativo para, finalmente, centrarse en la respuesta emocional que experimentan las familias ante la noticia. En segundo lugar, se presenta una investigación descriptiva realizada a través del Cuestionario para las Familias (anexo I) con 217 participantes. Analiza las relaciones intrafamiliares, la respuesta educativa proporcionada por el centro para cubrir las necesidades del hijo/a identificado y la respuesta emocional experimentada por la familia ante la identificación. Los resultados obtenidos revelan que las relaciones familiares suelen sufrir cambios, aunque mayoritariamente positivos, que la respuesta educativa no satisface a las familias porque en la mayoría de los casos es inexistente y que las emociones experimentadas al recibir la noticia, en general, suelen oscilar entre la incertidumbre y el miedo al principio, y el orgullo y la alegría pasado un tiempo
Derecho a la educación de niños y niñas en situación de movilidad internacional
Get PDFLast past years Latinoamerica has been a migratory escenary without precedents, as a consecuence from that, complete families have been moving from different countries searching for better opportunities. In this context, the right to education in children population, indeed this context, has been affected, above all having difficulties to be part of educational systems in the transit or destiny countries. In 2021 the International Integration Institute of the Andrés Bello Organization Agreement (Instituto Internacional de Integración de la Organización del Convenio Andrés Bello) in La Paz – Bolivia, has developed an investigation designated to identify the mechanisms to warranty the Childrens’ Education Right in International Mobility Situation in Bolivia. The investigation has been implemented starting with three components. The first one assigned to recognice the children study knowledge throught the CAB Equivalence Chart; the second, to the Educational Support Program implementation to children’s in mobility situation and, the third, to teachers training based on classroom educative integration. In this way, under intercultural educative approach, the mechanims and actions of many actors committed, it has been running the process of children’s education inclusión in international mobility situation. En los últimos años, Latinoamérica ha sido escenario de un fenómeno migratorio sin precedentes, como consecuencia de ello familias íntegras han tenido que transitar por distintos países en busca de mejores oportunidades. En ese contexto, el derecho a la educación de la población infantil, inmersa en este fenómeno, se ha visto afectado, sobre todo al tener dificultades para incorporarse a los sistemas educativos de los países de tránsito y de destino. El año 2021 el Instituto Internacional de Integración de la Organización del Convenio Andrés Bello,con sedeen La Paz - Bolivia, ha desarrollado unainvestigación destinada a identificar los mecanismos para garantizar el derecho a la educación de niñas y niños en situación de movilidad internacional asentados en Bolivia1. La investigación ha sido ejecutada a partir de tres componentes. El primero destinado al reconocimiento de los estudios de los niños y niñas mediante el instrumento de la Tabla de Equivalencias del CAB; el segundo, a la implementación de un programa de apoyo educativo para niños y niñas en situación de movilidad y, el tercero a la capacitación docente en torno a la integración educativa en las aulas. De esa manera, bajo el enfoque educativo intercultural, los mecanismos y acciones de diversos actores comprometidos, se ha puesto en marcha el proceso de inclusión educativa de los niños y niñas en situación de movilidad internacional
Reticências: desenho metodológico de uma ferramenta diagnóstica e pedagógica promoção da segurança na criança
Get PDFThe issue of child abuse is a public health problem and therefore needs to be consciously and thoughtfully studied. The specialized literature, besides defining theissueand itsconstructs, highlightstheimportance of designing tool sallied to public policies for protection and safety. Reticências was designed in respect of the 16th Sustainable Development Goal - Peace, Justice and Effective Institutions – and therefore, it is a social innovation project, designed to respond to social needs and problems regarding this issue. This project started from the problem of child abuse, from a systemic point of view, in order to achieve the objective of creating an instrument that would serve as a diagnosis and at the same time have a pedagogical character. A narrative literature review was conducted, so the approach was based on the qualitative method. In order to ensure the relevance of the construction of the tool, SWOT analysis is incorporated. In order to achieve the objective, the construction of the tool was designed to incorporate the term “abuse” and its inherent typologies, the risk and protection factors, the legal instruments and the Bio-ecological model of human development, which is also used to understand violence and the quality circle time strategy, as it is considered a powerful intervention strategy. This symbiosis resulted in the design of a game, which is currently being pre-tested, awaiting the authorization of the competent entities, in order to be tested in schools, with children of first and second cycle. We hope to demonstrate the coherence of the construction and the scientific validity of a diagnostic tool to detect possible situations of risk and/or danger, as well as its pedagogical usefulness, which capacitates children and helps professionals to detect possible abusive situations.A questão dos abusos infantis são um problema de saúde pública e por isso necessita de ser estudado de forma consciente e ponderada. A literatura especializada, além de definir o tema e os seus constructos, evidencia a importância de se conceberem ferramentas aliadas a políticas públicas de proteção e segurança. Reticências foi projetado em respeito pelo 16. Objetivo de Desenvolvimento Sustentável - Paz, Justiça e Instituições Eficazes – e, por isso, é um projeto de inovação social, delineado de forma a dar resposta a necessidades e problemas sociais a propósito desta problemática. Este projeto partiu do problema do abuso infantil, do ponto de vista sistémico, de forma a alcançar o objetivo de criar um instrumento que servisse de diagnóstico e ao mesmo tempo tivesse um caracter pedagógico. Procede-se a uma revisão narrativa da literatura, pelo que o modo de abordagem compreende o método qualitativo. De forma a assegurar a pertinência da construção da ferramenta incorpora-se a análise SWOT. De modo a se atingir o objetivo, conjeturou-se a construção da ferramenta onde se incorporou o termo “abuso” e as tipologias inerentes, os fatores de risco e de proteção, os instrumentos jurídicos e o modelo Bioecológico de desenvolvimento humano também utilizado para compreender a violência e a estratégia de quality circle time, pois é considerada uma poderosa estratégia de intervenção. Desta simbiose resultou a conceção de um jogo queestáem fase de prétestagem, aguardando autorização das entidades competentes para ser testado em escolas junto de crianças de 1. 2.º Ciclo do Ensino Básico. Espera-se demonstrar a coerência da construção e a validade científica de uma ferramenta de diagnóstico para detetar possíveis situações de risco e/ou perigo, assim como de utilidade pedagógica, que capacite as crianças e auxilie os profissionais a detetar possíveis situações abusivas
Relación entre variables psicosociales y actitud hacia el envejecimiento
Get PDFStereotypes associated with older people and aging processes are a health and social concern related to active aging (WHO, 2016). Older people have been the subject of concern in the pandemic for COVID-19, not only because of their higher risk of mortality and contagion, but also because of the risk of being discriminated against and developing feelings of sadness and dissatisfaction. In addition, women over 50 years of age have been one of the groups that have consulted and asked for help the most during the pandemic (Spanish Red Cross). The objectives of this study were: to know the attitude towards aging in women over 50 years old, to study the relationship between attitude towards aging, executive functioning, depression and life satisfaction. The participants were 139 women over 50 years of age. The instruments used were: Attitudes to Ageing Questionnaire (Laidlaw, et al., 2007), Satisfaction with Life (Dienner, 1985), Prefrontal functioning (ISP-20, Pedrero-Pérez,etal., 2015),and A Self-Report Depression (Radloff, 1977). Data werecollected in November 2020 using an online form. Correlations were obtained indicating that a negative attitude toward aging is related to lower life satisfaction, higher depression scores, and worse executive functioning. The implications of the results for the programming and inclusion of neuropsychological variables in programs of care for older women in times of health crisis are discussed.Los estereotipos asociados a las personas mayores y los procesos de envejecimiento constituyen una preocupación sanitaria y social relacionada con el envejecimiento activo (OMS, 2016). Las personas mayores han sido objeto de preocupación en la pandemia por la COVID-19, no solo por su mayor riesgo de mortalidad y contagio, sino por el riesgo a ser discriminado y desarrollar sentimientos de tristeza e insatisfacción. Además, las mujeres mayores de 50 años han sido uno de los grupos que más ha consultado y pedido ayuda durante la pandemia (Cruz Roja Española). Los objetivos de este estudio han sido: conocer la actitud hacia el envejecimiento en mujeres mayores de 50 años, estudiar la relación entre la actitud hacia el envejecimiento, el funcionamiento ejecutivo, la depresión y la satisfacción con la vida. Los participantes han sido 139 mujeres mayores de 50 años. Los instrumentos utilizados han sido: Attitudes to Ageing Questionnaire (Laidlaw, et al., 2007), Satisfacción con la vida (Dienner, 1985), Funcionamiento prefrontal (ISP-20, Pedrero-Pérez, et al., 2015), y A Self-Report Depression (Radloff, 1977). Los datos fueron recogidos en noviembre de 2020 mediante un formulario on line. Se han obtenido correlaciones que indican que una actitud negativa hacia el envejecimiento se relaciona con menor satisfacción con la vida, mayor puntuación en depresión y peor funcionamiento ejecutivo. Se discuten las implicaciones de los resultados en la programación e inclusión de variables neuropsicológicas en los programas de atención a mujeres mayores en tiempos de crisis sanitarias
Percepción del nivel de autoeficacia en los profesionales sanitarios de la gerencia de emergencias sanitarias de Castilla y León durante la pandemia Covid-19
Get PDFHealth emergency personnel in Castilla y León have been part of the first line of care in the COVID-19 pandemic, being one of the groups most exposed to contagion. Determining the degree of self-efficacy that these workers perceive of themselves gives us an idea of their ability to adapt and cope with this adverse event. The aim of the study was to establish the level of self-efficacy perception in healthcare professionals of the Gerencia de Emergencias Sanitarias de Castilla y León during the COVID-19 pandemic, as well as the relationship of self-efficacy with other variables. The methodology used was quantitative and descriptive through surveys. The sample of volunteers is 253 participants. Out-of-hospital professionals obtain a mean score in their level of self-efficacy of 72.36 ± 15.80. A higher score is observed in older professionals, with greater professional experience in the extra-hospital setting, who work in direct care with patients, who have not previously received psychological treatment or who have received some dose of the SARS-CoV-2 vaccine Theself-efficacy of out-of-hospital professionalsis good, finding factorsrelated to a higher or lower level. These results show the ability of these professionals to adapt to adverse situations such as the COVID-19 pandemic.El personal de emergencias sanitarias de Castilla y León ha formado parte de la primera línea asistencial durante la pandemia por COVID-19, siendo uno de los grupos más expuestos al contagio. Determinar el grado de autoeficacia que estos trabajadores perciben de sí mismos nos da una idea de la capacidad de adaptación y afrontamiento que han tenido ante este evento adverso. El objetivo deestudio hasido establecerel nivel de percepción en autoeficaciaen los profesionales sanitarios de la Gerencia de Emergencias Sanitarias de Castilla y León durante la pandemia por COVID-19, así como su relación con otras variables. La metodología empleada es cuantitativa de tipo descriptiva a través de encuestas. La muestra de voluntarios es de 253 participantes. Los profesionales de extrahospitalaria obtienen una puntuación media en su nivel de autoeficacia, de 72.36 ± 15.80. Se observa una mayor puntuación en los profesionales de mayor edad (p=0.030), con una mayor experiencia profesional en el ámbito extrahospitalario (p<0.001), que trabajan en asistencia directa con pacientes (p=0.028), que no han recibido previamente tratamiento psíquico (p=0.014) o que han recibido alguna dosis de la vacuna contra el SARS-CoV-2 (p=0.002). La autoeficacia de los profesionales de extrahospitalaria es buena, existiendo factores que se relacionan con un mayor o menor nivel. Los resultados ponen de manifiesto la capacidad de adaptación de estos profesionales ante situaciones adversas como la vivida durante la pandemia por la COVID-19.
Demencias corticales. Caracterización psicoconductual y neurobiológica
Get PDFAs confirmed by the World Health Organization, dementias are considered a public health priority. An increase of 10 million cases per year is recognized, placing it among the ten main causes of death in the world. The psychological conceptualization of dementia benefits from comprehensive analysis, from different perspectives, to improve its understanding and approach. This paper presents an analysis of the scientific literature with the aim of comparing, from a psychoneurobiological perspective, the three main cortical dementias: Alzheimer’s Disease, Frontotemporal Dementia and Lewy Body Dementia. First, the psychological and behavioral symptoms that occur in each dementia picture are presented. Subsequently, it is highlighted how the studies carried out through neuroimaging techniquesallow usto know thestructuraland functional repercussions ofalterations, throughout the progression of deterioration, relating them to their neuroanatomical bases. Finally, the presence of different protein alterations is considered, which allow differentiating these dementias based on their pathological biomarkers. Tal y como constata la Organización Mundial de la Salud, las demencias se consideran una prioridad de salud pública. Se reconoce un aumento de 10 millones de casos por año situándose entre las diez principales causas de muerte en el mundo. La conceptualización psicológica de las demencias se beneficia del análisis integral, desde diferentes perspectivas, para mejorar su comprensión y abordaje. En este trabajo se presenta un análisis de la literatura científica con el objetivo de comparar, desde un prisma psiconeurobiológico, las tres principales demencias corticales: la Enfermedad de Alzheimer, la Demencia Frontotemporal y la Demencia por cuerpos de Lewy. En primer lugar se presentan los síntomas psicológicos y conductuales que se producen en cada cuadro demencial. Posteriormente,se destacacómo los estudios realizados através de técnicas de neuro imagen nos permiten conocer las repercusiones estructurales y funcionales de las alteraciones, a lo largo de la progresión del deterioro, relacionándolas con sus bases neuroanatómicas. Finalmente, se plantea la presencia diferentes alteraciones proteínicas, que permiten diferenciar estas demencias en función de sus biomarcadores patológicos
Análisis del trabajo colaborativo en la evaluación de títulos formativos
Get PDFEducational quality in higher education is decisive in the training of professionals. The comparative evaluation of teacher training qualifications is a tool that makes it posible to know which aspects can be improved and how to do so. This evaluation is contemplated in the ERASMUS+ project “Evaluation of teacher training in Latin America and the Caribbean. Guarantee of the quality of education qualifications (ECALFOR)”. However, for a correct approach to it, the work methodology use diskey. In the ECALFOR project, for the comparative evaluation of compulsory education teacher training qualifications, a collaborative model has been followed between the partners that make up the consortium. Thus, the participation ofall partnersin coordination meetings is facilitated, providing suggestions for decision-making and providing in formation on the irrespective institutions. During its development, advantages and limitations caused by various factors were identified, such as the positive motivation of the partners, the provision of technological resources of information and communication of the institutions, the training of the partners in the same for the development of the activities, the Covid-19 situation, the distance between the institutions, the planning of the curriculum system, or the use of specific university vocabulary with different names depending on the country. ASWOT analysis is presented in which both positive and negative aspects of internal and external origin to the task group are identified. As a result of the experience, it is concluded that collaborative work is a power ful tool to: collect information on training qualifications from higher education institutions that are in various countries, create shared spaces to express concerns and clarify unresolve dissues starting, always, of a previous action plan that is improved with the contributions.La calidad educativa en educación superior es determinante en la formación de profesionales. La evaluación comparativa de títulos formativos del profesorado es una herramienta que posibilita conocer qué aspectos son mejorables y cómo poder hacerlo. Esta evaluación se encuentra contemplada en el proyecto ERASMUS+ “Evaluación de la formación del profesorado en América Latina y Caribe. Garantía de la calidad de los títulos de educación (ECALFOR)”. Ahora bien, para un correcto abordaje de la misma es clave la metodología de trabajo utilizada. En el proyecto ECALFOR, para la evaluación comparativa de títulos de formación del profesorado de educación obligatoria, se ha seguido un modelo colaborativo entre los socios que integran el consorcio. Así, se facilita la participación de todos los socios en las reuniones de coordinación, aportando sugerencias para la toma de decisiones y proporcionando información sobre sus respectivas instituciones. Durante su desarrollo, se identificaron ventajas y limitaciones causadas por diversos factores, como la motivación positiva de los socios, la dotación de recursos tecnológicos de la información y la comunicación propios de las instituciones, la formación de los socios en las mismas para el desarrollo de las actividades, la situación Covid-19, la distancia entre las instituciones, la planificación del sistema del plan de estudios, o el uso de vocabulario específico universitario con distinta denominación según el país. Se presenta un análisis DAFO en el que se identifican aspectos tantos positivos como negativos y de origen interno y externo al grupo de la tarea. Como resultado de la experiencia, se concluye que el trabajo colaborativo es una potente herramienta para: recabar información de titulaciones formativas procedentes de instituciones de educación superior que se encuentran en diversos países, crear espacios compartidos para expresar inquietudes y aclarar cuestiones no resueltas partiendo, siempre, de un plan de acción previo que se mejora con las aportaciones
Reflexoes sobre práticas docentes na escola infantil: a emergência de aprender pela cultura lúdica
No full textIt is the concern of any professional in education, to guarantee the child access to quality learning and oriented towards a constructivist dimension, trying to transpose into their daily lives the right to play and have fun, since these practices, for numerous reasons, all well-founded, give robustness to the childhood of any individual. The preservation of the culture of play by a society and the achievement of individual well-being is an essential resource in the life of the child with benefits for their education, especially in troubled times of civilization, such as we are currently experiencing. With this research, carried out using the analysis of data collected between 2013 and 2020, in two phases of study (Phase 1 and 2), by applying a questionnaire to 298 education professionals (Pre-School Education and 1st Cycle of Basic Education), we had the purpose of analyzing and comparing the practices attested by these professionals regarding the use of playful proposals in the activities/lessons with a view to learning: a. both in the acquisition of regional culture; b. and academic subjects. This longitudinal study requires qualitative and quantitative data analysis. Our results allow us to conclude that although importance is given to playful practices in the context of pedagogical activity, the practices assumed by pre-school teachers are more frequent and more sustainable. In turn, although in the first phase of the study the emphasis on learning aspects of regional culture was reinforced, in the following phase, its importance was revealed in the implementation of cooperative work, in the exchange of opinion and discussion and finally in the increase of motivation for academic learning (with emphasis on mathematics). In view of the educational innovation, we believe that this should be a topic to invest in when training teachers.É preocupação de qualquer profissional de educação garantir à criança o acesso a aprendizagens de qualidade e orientadas para uma dimensão construtivista, tentando transpor para o seu quotidiano o direito a brincar e a se divertir, já que estas práticas, por inúmeros motivos e todos bem fundamentados, dão robustez à infância de qualquer indivíduo. A preservação da cultura lúdica por uma sociedade e o alcance do bem-estar individual são um recurso essencial na vida da criança com benefícios para a sua educação, sobretudo em momentos conturbados da civilização, como os que atualmente vivemos. Com esta pesquisa, realizada com recurso à análise de dados recolhidos entre 2013 e 2020, em duas fases de estudo (Fase 1 e 2), por aplicação de questionário a 298 profissionais de educação (Educação Pré-Escolar e 1.º Ciclo do Ensino Básico), tivemos como propósito analisar e comparar as práticas atestadas por estes profissionais no que refere ao recurso propostas lúdicas nas atividades / aulas tendo em vista: a. quer a aquisição da cultura regional; b. quer a aprendizagem de matérias académicas. Este estudo longitudinal solicitou uma análise qualitativa e quantitativa de dados. Os nossos resultados permitiram-nos concluir que embora seja dada importância às práticas lúdicas em contexto de atividade pedagógica, as práticas assumidas por educadoras de infância são mais frequentes e mais sustentáveis. Por sua vez, embora na 1.ª fase do estudo tivesse sido reforçada a tónica da cultura lúdica na aprendizagem de aspetos da cultura regional, na fase seguinte foi revelada a sua importância na implementação do trabalho de cooperação, na troca de opinião e discussão e, por fim, no aumento de motivação para as aprendizagens académicas (com realce na matemática). Face à necessidade de inovação educacional cremos que esta deverá ser uma temática a investir aquando da formação de docentes
Estudio de virtudes personales en adolescentes y satisfacción con la vida, durante la pandemia del Covid-19
Get PDFThe objective of this study was to compare the relationships of personal virtues, from the positive psychology approach, with the life satisfaction of 129 adolescents attending school in the city of Alcorcón (Madrid), according to sex and one year after the study. confinement caused by the COVID-19 pandemic. The instruments used were two questionnaires, the Values in Action for Youth (VIA-Y, Park y Peterson, 2006), which measures human strengths in adolescents, and the Satisfaction with Life Scale (SWLS), whose objective is to evaluate the aspects knowledge of personal well-being. The model used for the measurement is the Spanish version of the SWLS by Diener, Emmons, Larsen, y Griffin (1985), a scale that, according to Pavot, Diener, Colvin, y Sandvik, (1991), can be used with young people and adults. The results of the analysis of interdependence between the variables showed a relationship between the virtue of “temperance and forgiveness” with the variable of satisfaction with life, not observing significance in relation to age or gender of the participants. El objetivo de esteestudio fuecomparar lasrelaciones delasvirtudes personales, desde el enfoque de la psicología positiva, con la satisfacción con la vida de 129 adolescentes escolarizados en la ciudad de Alcorcón (Madrid), según el sexo y transcurrido un año tras el confinamiento provocado por la pandemia del COVID-19. Los instrumentos utilizados fueron dos cuestionarios, el Values in Action for Youth (VIA-Y, Park y Peterson, 2006) que mide las fortalezas humanas en adolescentes, y la escala de Satisfacción con lavida (SWLS), cuyo objetivo es evaluar los aspectos cognitivos del bienestar personal. El modelo usado para la medición es la versión en castellano de la SWLS de Diener, Emmons, Larsen, y Griffin (1985), escala que según Pavot, Diener, Colvin, y Sandvik, (1991) se puede utilizar con jóvenes y adultos. Los resultados del análisis de interdependenciaentre las variables mostraron relación entre la virtud de “templanza y capacidad de perdón” con la variable de satisfacción con la vida, no observándose significación en relación con la edad, ni el sexo de los participantes
Criterios de calidad de la docencia en educación superior para la enseñanza del inglés como lengua extranjera
Get PDFStudies on quality have increased in recent times in the field of education. Accreditation systems and processes have been created and implemented to assess the excellence of teaching worldwide. The general objective of this work is to offer a system of university quality indicators for English teachers in Cuba in order to guide their evaluation, training and professional development, taking into account the different stages of their academic career. Approached this general objective from a descriptive and explanatory methodology, with the aim of knowing what the opinions about teaching excellence within the teaching staff in Higher Education are, in its initial moment of research, focused on various stages of study, we carried out a broad review of those indicators that professionals consider necessary for the performance of their teaching task. A questionnaire has been applied to find out what the vision of these professionals was about university excellence, being answered by 43 subjects. In the set of indicators of teaching excellence that are offered, we highlight: motivation for teaching the foreign language, perception of their students, knowledge of the context, both normative and institutional, organization of their subject, development of teaching throughout the course, communication in class, individual support and consultation or tutoring and evaluation.Los estudios sobre calidad se han incrementado en los últimos tiempos en el campo de la educación. Se han creado e implantado sistemas y procesos de acreditación para evaluar la excelencia de la enseñanza a nivel mundial. El objetivo general de este trabajo es ofrecer un sistema de indicadores de la calidad universitaria para los profesores de inglés en Cuba con el fin de orientar en su evaluación, formación y desarrollo profesional teniendo en cuenta las diferentes etapas de su carrera académica. Abordado este objetivo general a partir de una metodología descriptiva y explicativa, con la pretensión de conocer cuáles son las opiniones acerca de la excelencia docente dentro del profesorado en Educación Superior, en su momento inicial de la investigación, focalizada en varias etapas de estudio, realizamos una amplia revisión de aquellos indicadores que los profesionales consideran necesarios para el desempeño de su tarea docente. Se ha aplicado un cuestionario, para conocer cuál era la visión de estos profesionales sobre la excelencia universitaria, siendo contestado por 43 sujetos. En el conjunto de indicadores de excelencia docente que se ofrecen, destacamos: motivación para la enseñanza de la lengua extrajera, percepción sobre sus estudiantes, conocimiento del contexto, tanto normativo, institucional, organización de su asignatura, desarrollo de la enseñanza a lo largo del curso, comunicación en clase, apoyo individual y consulta o tutoría y evaluación