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El estudio de la práctica reflexiva y la labor tutorial en el proceso de formación docente
Full text linkThe accompaniment and tutoring of future teachers, together with the promotion and development of reflective skills, constitute essential elements to professionalize and improve the processes experienced in the academic training of a teacher in training. The aim of this article is to construct and validate a questionnaire aimed at discovering the perceptions of initial teacher training students regarding tutorial work and their orientation towards reflective practice. The procedure used allows knowing the psychometric properties of the instrument, through content validity tests (expert judgment and content validity index), construct validity (KMO, Bartlett's Sphericity Test, AFE and AFC) and reliability tests (Cronbach's Alpha, Two halves, Item-test correlation and Mann-Whitney U test). The sample is constituted by 60 students of Basic Education of the Catholic University of Maule, Chile. The results show that the theoretical dimensions established a priori (Personal Reflexivity, Reflective Practice and Reflection on Training), are statistically confirmed, but with a redistribution of some items. Finally, a valid and reliable instrument called "Questionnaire on the Tutorial Action oriented to Reflection in the Practicum" is obtained, which stands as a useful tool for the improvement of the processes experienced in the practicum propitiated by the role of the university tutor.El acompañamiento y tutorización de los futuros docentes, junto a la promoción y el desarrollo de habilidades reflexivas, constituyen elementos esenciales para profesionalizar y mejorar los procesos vividos en la formación académica de un docente en formación. Este artículo tiene como objetivo construir y validar un cuestionario destinado a conocer las percepciones de los estudiantes de formación inicial docente respecto a la labor tutorial y su orientación a una práctica reflexiva. El procedimiento empleado permite conocer las propiedades psicométricas del instrumento, mediante pruebas de validez de contenido (Juicio de expertos e índice de validez de contenido), validez de constructo (KMO, Prueba de esfericidad de Bartlett, AFE y AFC) y pruebas de fiabilidad (Alpha de Cronbach, Dos mitades, Correlación ítem-test y prueba U de Mann-Whitney). La muestra está constituida por 60 estudiantes de Educación Básica de la Universidad Católica del Maule, Chile. Los resultados muestran que las dimensiones teóricas establecidas a priori (Reflexividad Personal, Práctica Reflexiva y Reflexión sobre su Formación), son confirmadas estadísticamente, y de forma significativa con la obtención de una redistribución de los ítems. Finalmente, se obtiene un instrumento válido y fiable denominado “Cuestionario sobre la Acción Tutorial orientada a la Reflexión en el Prácticum” que se alza como una herramienta útil para la mejora de los procesos vividos en el prácticum propiciados por el rol del tutor académico universitario
Bases para el desarrollo de un modelo de acción tutorial orientado a la práctica reflexiva de docentes en formación
Full text linkLa mejora de los procesos que se viven en la formación inicial docente,
particularmente en el prácticum, sumado al fortalecimiento de la labor tutorial y la
promoción de procesos reflexivos, son algunos de los desafíos actuales en materia
educativa. La realidad, es que no todos los programas de formación inicial de maestros
consideran estos aspectos como parte de sus políticas de mejora, sin embargo, las
iniciativas actuales apuntan a que esta problemática se aborda cada vez con mayor
prioridad. El valor transformador que posee el tutor, los procesos reflexivos y el prácticum
son imperantes que los programas de formación del profesorado deben alcanzar.
El objetivo final de esta investigación es aportar al conocimiento que tenemos sobre
estos tres elementos propios de la formación docente. Por otra parte, se pretende
contribuir con el desarrollo de bases que permitan perfilar una labor tutorial orientada a
promover una práctica reflexiva, apoyándonos en las aportaciones que la literatura
científica nos entrega. Interesa conocer la forma en que se articulan los espacios para la
formación inicial docente, la valoración que se le entrega al rol tutorial para promover
procesos reflexivos y la forma en que llevan a cabo los espacios de tutoría.
Por lo anterior, la investigación es abordada bajo el alero de un enfoque metodológico
mixto (DEXPLIS), integrando componentes propios de la investigación cuantitativa y
cualitativa. Dentro del enfoque cuantitativo se utiliza la estrategia de la encuesta y,
mediante un cuestionario, se recoge la valoración entregada por 376 estudiantes
pertenecientes a la Universidad Católica del Maule, Chile y la Universidad de Granada,
España. Desde el enfoque cualitativo se utiliza la estrategia de la entrevista aplicada a 6
docentes de la Universidad Católica del Maule, Chile y la Universidad de Granada,
España, tres de ellos cumplen funciones como tutores académicos, mientras que dos se
desempeñan como coordinadores de prácticum. Además, se busca una mirada
complementaria con la opinión entregada por dos tutores profesionales de colegios
públicos de Chile y España.
El análisis de datos se llevó a cabo a través de procedimientos estadísticos y
cualitativos, los que son considerado en un apartado extenso que fue dividido de acuerdo
a las dimensiones de análisis. Para dichos efectos, se utilizaron herramientas tecnológicas
que permitieron dar fluidez y rigurosidad científica al análisis. Para los datos cuantitativos
se usó el software IBM SPSS Statistics 25, mientras que para los datos cualitativos se utilizó el software MAXQDA. Algunas de las principales conclusiones que derivan de la
investigación, podemos señalar: I) Valoración positiva sobre la labor del tutor académico
en el ejercicio de promover procesos reflexivos; II) Necesidad de considerar los criterios
éticos, valóricos, emocionales y sociales para reflexionar sobre ellos; III) Reconocimiento
de los instrumentos para una función tutorial orientado a promover la reflexión (Rubricas;
Diarios de experiencias; Grabaciones; Viñetas narrativas; Listas de cotejo; Sociogramas;
Agenda semanal); IV) Necesidad de fortalecer y sistematizar los espacios para promover
la reflexión sobre el prácticum; V) Determinar criterios para que el prácticum cuente con
tutores competentes para guiar este proceso y promover la reflexión, entre otras.
Finalmente, surgen una serie de estrategias de mejora concretadas en las bases para lo
institucional, la labor tutorial y el prácticum, asimismo, las limitaciones, mejoras y
proyecciones de la investigación.The improvement of the processes that are lived in the initial teacher training,
particularly in the practicum, added to the strengthening of the tutorial work and the
promotion of reflective processes, are some of the current challenges in educational
matters. The reality is that not all initial teacher training programs consider these aspects
as part of their improvement policies, however, current initiatives suggest that this
problem is addressed with increasing priority. The transforming value that the tutor
possesses, the reflective processes and the practicum are prevailing that teacher training
programs must achieve.
The ultimate goal of this research is to contribute to the knowledge we have about
these three elements of teacher training. On the other hand, it is intended to contribute to
the development of bases that allow outlining tutorial work aimed at promoting reflective
practice, relying on the contributions that scientific literature gives us. It is interesting to
know the way in which the spaces for initial teacher training are articulated, the
assessment given to the tutorial role to promote reflective processes and the way in which
the tutoring spaces are carried out.
Therefore, the research is approached under the umbrella of a mixed methodological
approach (DEXPLIS), integrating components of quantitative and qualitative research.
Within the quantitative approach, the survey strategy is used and, through a questionnaire,
the assessment given by 376 students belonging to the Catholic University of Maule,
Chile, and the University of Granada, Spain, is collected. From the qualitative approach,
the interview strategy is applied to 6 teachers from the Catholic University of Maule,
Chile and the University of Granada, Spain, three of them perform functions as academic
tutors, while two work as practicum coordinators. In addition, a complementary view is
sought with the opinion given by two professional tutors from public schools in Chile and
Spain.
The data analysis was carried out through statistical and qualitative procedures, which
are considered in an extensive section that was divided according to the dimensions of
analysis. For these purposes, technological tools were used that allowed fluidity and
scientific rigor to the analysis. IBM SPSS Statistics 25 software was used for quantitative
data, while MAXQDA software was used for qualitative data. Some of the main
conclusions derived from the research, we can point out: I) Positive assessment of the work of the academic tutor in the exercise of promoting reflective processes; II) The need
to consider the ethical, value, emotional and social criteria to reflect on them; III)
Recognition of the instruments for a tutorial function aimed at promoting reflection
(Rubrics; Journals of experiences; Recordings; Narrative vignettes; Checklists;
Sociograms; Weekly agenda); IV) The need to strengthen and systematize spaces to
promote reflection on the practicum; V) Determine criteria so that the practicum has
competent tutors to guide this process and promote reflection, among others. Finally, a
series of improvement strategies emerge, specified in the bases for the institutional, the
tutorial work and the practicum, as well as the limitations, improvements and projections
of the research.Tesis Univ. Granada.Becas Chile, a través de su concurso: “Becas de Doctorado en el Extranjero, convocatoria 2018” de la Agencia Nacional de Investigación y Desarrollo (ANID), folio de postulación N° 7219001
Analysis of reflexivity and its impact on teacher education
Full text linkGenerar procesos reflexivos internos en la formación de maestros ofrece la oportunidad de desarrollar estrategias de
enriquecimiento personal dirigido a la mejora educativa y desarrollo profesional docente. El presente estudio, tiene como
propósito conocer en qué medida la reflexión personal de los futuros docentes es promovida y desarrollada por la acción
del tutor(a) académico de la universidad. La metodología utilizada es de carácter descriptivo y correlacional, a través de
la aplicación del cuestionario denominado “Bases para el desarrollo de un modelo de acción tutorial orientado a la práctica
reflexiva de docentes en formación”. El proceso de análisis se centra en la dimensión Reflexividad Personal, compuesta
por 15 ítems con una escala de cinco puntos tipo Likert. La muestra la constituyen 376 estudiantes pertenecientes al
Grado de Primaria de la Universidad de Granada (España) y la Carrera de Pedagogía General Básica con Mención de la
Universidad Católica del Maule (Chile). Uno de los resultados más importantes expresa que es imprescindible que la
acción del tutor(a) académico(a) permita al estudiante el desarrollo de la capacidad analítica en los centros escolares
generando procesos reflexivos que fundamenten decisiones a partir de los factores que intervienen en el aula. Finalmente,
se concluye que los futuros docentes deben ser capaces de reflexionar en torno a aspectos personales que configuren
su ejercicio profesional, valorando aspectos relacionados con la formación académica, contribución social y participación
en la comunidad educativaGenerating internal reflective processes in teacher education offers the opportunity to develop personal enrichment
strategies aimed at educational improvement and teacher professional development. Purpose of this study is to find out
to what extent the personal reflection of future teachers is promoted and developed by the action of the academic tutor at
the university. Methodology used is quantitative (descriptive-correlational) through the application of a questionnaire called
"Bases for the development of a model of tutorial action oriented towards the reflective practice of education teachers".
Analysis process focuses on the Personal Reflexivity dimension, consisting of 15 items with a five-point Likert-type scale.
Sample was made up of 376 students belonging to the Primary Education Degree at the University of Granada (Spain)
and the General Basic Education Degree at the Catholic University of Maule (Chile). One of the most important results
expresses that it is essential that the action of the academic tutor allows the student to develop analytical skills in schools,
generating reflective processes that support decisions based on the factors that intervene in the classroom. Finally, this
study concludes that future teachers must be able to reflect on personal aspects that shape their professional practice,
valuing aspects related to academic education, social contribution and educational communityPrograma de doctorado en Ciencias de la Educación con mención de calidad
(19/09/2007) de la Universidad de Granada (España)Agencia Nacional
de Investigación y Desarrollo (ANID. Gobierno de Chile), folio de postulación n° 7219001
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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