scholarly journals Las herramientas tecnológicas al servicio de la comunicación en las Prácticas de Magisterio: percepción de estudiantes y tutores sobre su utilidad

2019 ◽  
pp. 24-41
Author(s):  
Ernesto Colomo Magaña ◽  
Vicente Gabarda Méndez ◽  
Nuria Cuevas Monzonís ◽  
Andrea Cívico Ariza
Keyword(s):  
Primary Education ◽  
Ad Hoc ◽  
Video Conferencing ◽  
Online Tutoring ◽  
Technological Tools ◽  
Education Degree

Communication between actors involved in the internship is one of the key elements in the mentoring process and the student’s experience. In this perspective, the present study analyses the students’ and school tutors’ perception on the usefulness of some technological tools for online tutoring processes. The sample was composed by 123 students of the subjects of Prácticas Escolares I y IV of the Universidad Internacional de Valencia’s Primary Education Degree, during the course 2018/2019, and their respective 123 tutors of the internship centres. For the study, two ad hoc instruments have been designed to collect the data of variables such as the students’ and tutors’ sex and age, the internship period and the type of centre where the internship was carried out, as well as scale to measure the email, video conferencing and forum utility. The results show that email is perceived as the most useful resource for both agents and that the age, the internship period and the type of centre condition the perception of the participants.

scholarly journals Sport and Its Relationship with Oncology in Future Primary Education Teachers

2020 ◽  
Vol 10 (6) ◽  
pp. 167 ◽  
Author(s):  
Lucía Melero García ◽  
Antonio Hernández Fernández ◽  
Eufrasio Pérez Navío
Keyword(s):  
Primary Education ◽  
Null Hypothesis ◽  
Ad Hoc ◽  
Primary Teachers ◽  
Likert Scale ◽  
Factorial Analysis ◽  
The Media ◽  
Education Degree ◽  
To Come ◽  
Investigation Process

This essay is aimed at analyzing the existing relationships between oncological problems and sport in future primary education teachers. This relationship was validated and confirmed by realizing a factorial analysis using an ad hoc-created Likert scale. To come up to certain conclusions, a non-experimental, descriptive, explanatory and correlational investigation process was carried out. The instrument used to collect the data have been made through Likert scale, which was validated in contents and with an excellent Cronbach’s alpha (0.952). The validity of construct was made with factorial analysis exploratory (KMO (0.722), Bartlett (0.000), determinant (3.266E−23)). Three different samples have been taken from 900 students (years 2017–2018–2019), being 896 subjects for research. Those persons were students from the fourth year of primary education degree at University of Jaen. The Kruskal–Wallis test allows us to keep the null hypothesis and make the P of Pearson. As a conclusion, we emphasize that there is a relationship between oncological problems and sport and future primary teachers should be informed about this relationship, as well as the importance of cancer and bones tumors and their relationship with sport, the media used to train in oncological problems may be less important.

scholarly journals Roman Numerals in Spanish Primary Education

2021 ◽  
pp. 1-5
Author(s):  
Alberto Regagliolo
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Ad Hoc ◽  
Learning Experience ◽  
Teaching Experiment ◽  
Modern Age ◽  
Latin Language ◽  
Concrete Objects ◽  
Positive Results

Abstract This article illustrates the importance of teaching Roman numerals, a component of a Latin language programme, as part of a Maths curriculum in a Spanish primary school. The aim is to contextualise the topic with concrete examples, supported by ancient Roman objects such as the milestone. The author discusses the relevance of a more integrated cross-curricular lesson to teach Roman numerals so that students better understand their use and make comparisons between ancient Roman and more modern traditions and culture, and to understand Roman influences on the modern age. Lastly, the author describes a teaching experiment in a Spanish primary school using some ad hoc materials to fulfil the aim of the study. The study outlines the positive results of integrating Roman numerals within the Maths lesson and shows that the students gained a richer and more valuable learning experience as they made reference to the concrete objects.

scholarly journals La representación de la discapacidad en las imágenes de los libros de texto de Educación Física: ¿inclusión o exclusión? (Representation of disabilities in Physical Education textbooks image: inclusion or exclusion?)

Retos ◽  
2016 ◽  
pp. 88-95
Author(s):  
Irene Moya-Mata ◽  
Laura Ruiz Sanchis ◽  
Julio Martin Ruiz ◽  
Petra María Pérez Alonso-Geta ◽  
Concepción Ros Ros
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Ad Hoc ◽  
People With Disabilities ◽  
Maximum Level ◽  
Bivariate Analysis ◽  
Validity And Reliability ◽  
Significance Level ◽  
Kolmogorov Smirnov ◽  
Levene Test

El objetivo de la investigación es mostrar cómo se representan las personas con discapacidad en las imágenes de los libros de texto de Educación Física en la etapa de Educación Primaria. El estudio es de tipo empírico, descriptivo y comparativo entre los libros de texto analizados. La muestra recogió 3836 imágenes de libros de texto publicados en España entre los años 2006 y 2013, bajo la Ley Orgánica de Educación (LOE). La técnica de investigación fue el análisis de contenido a través de un sistema de categorías elaborado ad hoc, previa validación y fiabilidad mediante una prueba piloto, una consulta a expertos/as y una prueba intercodificadores. Para el análisis estadístico se utilizó el software SPSS 19.0. Se realizó un análisis univariante y bivariante con la prueba Kolmogorov-Smirnov, la prueba de Levene y el test Ji-Cuadrado de Pearson con un nivel de significación del 5%. Los resultados mostraron que las personas con discapacidad son prácticamente excluidas en dichas imágenes, siendo casi invisible la mujer con discapacidad. A su vez, la persona con discapacidad es de raza blanca, entre niña y joven y con una discapacidad física, principalmente representada en silla de ruedas. La actividad física que aparece en este colectivo se asocia a la práctica deportiva, en un ámbito competitivo y de máximo nivel. Estos resultados están muy alejados de la inclusión de la discapacidad en la sociedad actual y concretamente, en los libros de texto de Educación Física en Primaria, del sistema educativo español.  Abstract. The objective of this research is to show how people with disabilities are represented in Physical Education textbooks in use in Primary Education. The study design is empirical, descriptive, and focuses on comparing between the analyzed textbooks. A sample of 3,836 images were collected from textbooks published in Spain between 2006 and 2013, under the Organic Law of Education (LOE). A research technique based on content analysis was employed through a tailor-made system of categories, which was previously tested for validity and reliability in a pilot study, by consulting experts, as well as by intercoder agreement test. The statistical analysis of data was performed using the software SPSS 19.0. Univariate and bivariate analysis with Kolmogorov-Smirnov test, Levene test and Pearson Chi-Square test were performed, setting the significance level at 5%. Results showed that people with disabilities are mostly excluded in these images, especially impaired women. Disabled people are represented as Caucasian, either children or youth with a physical disability, mostly using wheelchair. Physical activity appearing in this group is associated with sports at a competitive and maximum level. These results are far from the inclusion of disability in today's society and specifically in textbooks of Physical Education in Primary Education within the Spanish educational system.

CONTENT LEARNING IN PRIMARY EDUCATION DEGREE BY MEANS OF FLIPPED CLASSROOM

2017 ◽  
Author(s):  
Alfonso Penichet-Tomas ◽  
Jose Manuel Jimenez-Olmedo ◽  
Basilio Pueo ◽  
Jose Antonio Carbonell-Martinez
Keyword(s):  
Primary Education ◽  
Flipped Classroom ◽  
Content Learning ◽  
Education Degree

EVALUATION OF INTERDISCIPLINARY PROJECTS IN PRE-PRIMARY EDUCATION DEGREE

2016 ◽  
Author(s):  
Omar de la Cruz Vicente ◽  
María Dolores López Carrillo ◽  
Amelia Calonge García
Keyword(s):  
Primary Education ◽  
Education Degree ◽  
Interdisciplinary Projects

scholarly journals La formación de los futuros docentes a través de la gamificación, tic y evaluación continua

2019 ◽  
Vol 8 (2) ◽  
pp. 55-63
Author(s):  
C. Castañeda-Vázquez ◽  
T. Espejo-Garcés ◽  
F. Zurita-Ortega ◽  
AB. Fernández-Revelles
Keyword(s):  
Primary Education ◽  
Positive Feedback ◽  
Educational Practice ◽  
Continuous Assessment ◽  
Final Exam ◽  
High Participation ◽  
The Subject ◽  
Education Degree ◽  
Educación Primaria

El presente proyecto se ha llevado a cabo en el Grado de Educación Primaria, con el objetivo primordial de aumentar la motivación e implicación del alumnado a través del uso de estrategias de gamificación, TIC y evaluación continua en el aula. Para ello se desarrolló un proyecto de gamificación en el aula, a través de las TIC y la evaluación continua, el cual se desarrolla en este documento. Los resultados mostraron una alta participación del alumnado (más del 85% de los estudiantes participaron en el proyecto de gamificación). Casi el 95% de los estudiantes se presentaron a la evaluación en primera convocatoria, y el  87,9% del alumnado superó la asignatura en primera convocatoria. También se registraron altos niveles de motivación, tanto intrínseca como extrínseca, lo que supone una retroalimentación positiva para considerar esta innovación como una buena práctica educativa y seguir trabajando en cursos venideros con este tipo de metodologías. This project was carried out Primary Education Degree. The main aim was to increase the students´ levels of motivation and involvement in the subject using gamification strategies, ICT and continuous assessment in the classroom. To this end, a gamification project was developed in the classroom, through ICT and continuous assessment, which is developed in this document. The results showed a high participation of the students (more than 85% of the students participated in the gamification project). Almost 95% of the students attended at the first final exam and 87.9% of the students passed the subject in first call. It was also observed high levels of students´ participation and involvement in the subject, as well as high levels of motivation, both intrinsic and extrinsic, which supposes a positive feedback to consider this innovation as a good educational practice and to continue working in future courses with this type of methodologies.

scholarly journals Percepción del profesorado de orientación educativa de la atención a la diversidad en centros de primaria y secundaria en Asturias (España)//Perception of educational guidance teachers about diversity in elementary and secondary schools in Asturias (Spain)

2018 ◽  
Vol 29 (2) ◽  
pp. 71 ◽  
Author(s):  
Mirian Miranda Morais ◽  
Joaquín Lorenzo Burguera Condon ◽  
José Miguel Arias Blanco ◽  
Elsa Peña Suárez
Keyword(s):  
School Counselors ◽  
Primary Education ◽  
Ad Hoc ◽  
Wide Margin ◽  
Open Questions ◽  
Educational Guidance ◽  
Attention To Diversity ◽  
Educación Primaria ◽  
Guidance Teachers ◽  
Training Organization

RESUMEN El objetivo de este estudio es conocer la perspectiva del profesorado de Orientación Educativa respecto a cómo se responde a la diversidad en los centros educativos que imparten las enseñanzas correspondientes a la enseñanza básica, Educación Primaria (EP) y Educación Secundaria Obligatoria (ESO), identificar las diferencias que existen y analizar  fortalezas y debilidades en función de la etapa. Se ha realizado un estudio descriptivo mediante encuesta, aplicando un cuestionario de elaboración propia que incluye aspectos referidos a variables sociodemográficas y al contexto de centro, una escala Likert, compuesta por 43 ítems, que tiene por objeto la evaluación de la atención a la diversidad en los centros y una serie de preguntas abiertas para conocer los aspectos que favorecen y dificultan la atención a la diversidad y propuestas de mejora. En la investigación han participado un total de 143 orientadores de la Comunidad Autónoma del Principado de Asturias. Los resultados ponen de manifiesto una valoración media de la atención a la diversidad ligeramente positiva, aunque con un amplio margen de mejora. La comparación entre las etapas evidencia que existen diferencias significativas en la valoración global y en los elementos referidos a las actitudes, la formación del profesorado, la organización y la contextualización de los documentos del centro para atender a la diversidad. Estas valoraciones alcanzan puntuaciones medias superiores en la ESO y los informantes perciben más fortalezas en esta etapa que en la EP.ABSTRACT  The aim of this paper is to analyze the school counselors' perspective on how the schools respond to diversity in Primary Education (PE) and Compulsory Secondary Education (CSE) in order to identify differences and analyze strengths and weaknesses according to educational stages. A descriptive study has been conducted through a survey. Different instruments have been applied for data collection: an "ad hoc" questionnaire, which includes aspects related to sociodemographic variables, issues related to the context of the schools, a Likert scale composed of 43 items that aims to evaluate diversity (measures of attention to diversity) in the schools and a set of open questions to know which aspects favor and hinder the real application of the measures of attention to the diversity and the proposals of improvement. The research involved 143 school counselors from the Autonomous Community of the Principality of Asturias. The results show a slight positive average valuation of diversity, although with a wide margin of improvement. The comparison between the stages shows that there are significant differences in the overall assessment and elements related to attitudes, teacher training, organization and contextualization of the schools’ documents to address diversity. These assessments reach higher average scores in the CSE stage and teachers perceive more strenghts at this stage than in Primary Education stage.

Sign in / Sign up

Export Citation Format

Share Document