47 research outputs found
Read On, un programa escoc茅s para la mejora de la lectura
Una visita a varias escuelas escocesas nos permiti贸 conocer en la pr谩ctica un programa educativo que merece la pena presentar a nuestro profesorado, tanto por el inter茅s de sus objetivos: mejorar la competencia lectora y social del alumnado y la implicaci贸n de las familias, como por el recurso principal a partir de los cuales se logran: el uso de la capacidad de alumnos mayores y de las familias de actuar como tutores de lectura
Una experi猫ncia de coavaluaci贸: situar l'avaluaci贸 en el proc茅s d'aprenentatge i afavorir que els estudiants de magisteri aprenguin a avaluar treballs escrits
Es presenta una experi猫ncia de coavaluaci贸 de dos treballs de l'assignatura de Psicologia Evolutiva i de l'Educaci贸, dels estudis de Mestre d'Educaci贸 Prim脿ria i Educaci贸 Musical. L'objectiu de l'experi猫ncia 茅s situar l'avaluaci贸 dins del proc茅s d'ensenyament i aprenentatge (partir de la detecci贸 i reflexi贸 sobre els errors dels companys i dels propis); oferir oportunitats als alumnes de magisteri a aprendre a avaluar treballs escrits (una compet猫ncia necess脿ria en la seva tasca professional) i millorar el proc茅s d'avaluaci贸 de treballs (for莽ant l'explicitaci贸 de criteris de correcci贸 i optimitzant els temps de correcci贸). En ambd贸s treballs el procediment d'avaluaci贸 va comportar la coavaluaci贸 (avaluaci贸 del treball d'un company a partir d'una pauta d'avaluaci贸 amb criteris de correcci贸 i de qualificaci贸 amb la possibilitat de deixar en blanc l'铆tem que no poguessin avaluar); la revisi贸 de la coavaluaci贸 per part de l'estudiant avaluat (detectant les discrep脿ncies, si n'hi havia) i la revisi贸 del professor. Els resultats de l'experi猫ncia es presenten a partir de les dades de la mostra del grup de prim脿ria. Els estudiants van assumir el rol d'avaluadors (nom茅s el 3,17% dels 铆tems no van ser avaluats). La correcci贸 va ser afinada (nom茅s el 3,17% d'铆tems van tenir discrep脿ncies entre avaluador i avaluat) i el nivell d'exig猫ncia entre iguals va ser elevat (la major part de les discrep脿ncies entre professor i avaluador -79,31%- es van resoldre a favor de l'avaluat). A trav茅s d'un q眉estionari, la major part dels estudiants reconeixen no haver fet coavaluacions abans; haver apr猫s millor els continguts i tingut l'oportunitat d'aprendre a avaluar treballs escrits.This paper presents a co-evaluation experience based on two assignments within the subjects of Educational and developmental Psychology, based on the studies of Primary and Musical Education student teachers. The aim is to include formal evaluation as an integral part of the process of learning and teaching (starting with the reflection then mutual correction of the peer students assignments); to offer opportunities to the teaching students to learn to evaluate written assignments (a very necessary ability in their professional duties) and to improve the assignment evaluation process (using explicit correction criteria and optimizing the time used). In both assignments the evaluation procedure was made through co-evaluation (evaluation of a peer's assignments with the help of a criteria correction and qualification, including flexibility where passages that could not be readily evaluated require further discussion); the revision of the co-evaluation made by the evaluated student (detecting the discrepancies, if there were any) and the revision of the professor. The results are based on the data taken from the group of primary student teachers only. The students assumed the evaluator role (only 3.17% of the students were not evaluated). The correction was very accurate (only 3.17% the items showed discrepancies between evaluated and evaluator) and the level of exigency between peers was elevated (most of the discrepancies between professor and evaluator -79, 31% - were solved in favour of the evaluated). The students completed a questionnaire about the co-evaluation process and it became clear that most of them recognized that they had never done co-evaluation before; and as a result of the process they felt they were more aware of and better able to evaluate the written assignments
Millora de compet猫ncies personals i prosocials a trav茅s de projectes d'Aprenentatge i Servei. Projectes de comprom铆s social realitzats entre alumnes del Grau d'Educaci贸 Infantil i les escoles
https://www.cidui.org/revistacidui/index.php/cidui/article/view/875Aquesta recerca mostra els resultats sobre la percepci贸 de les compet猫ncies personals i pro-socials de 575 estudiants d'educaci贸 Infantil i prim脿ria fent el pr脿cticum, a trav茅s d'un q眉estionari. L'estudi tamb茅 analitza de forma qualitativa elscanvis de 23 estudiants. Els resultats mostren com els estudiants solen tenir una percepci贸 molt alta sobre les pr貌pies capacitats i que els alumnes que fan projectes amb comprom铆s social, com l'ApS, perceben que han millorat m茅s les sevescompet猫ncies.This research shows the results of the students' perception of their personal and pro-social competences development. 575 Early Childhood and Primary Education students used a questionnaire to evaluate their competences.This study also analyses 23 students in depth.These results show us that students tend to perceivetheir own competences very highly. It also demonstrates that the students who implement Engagement projects,such as Service Learning, feel that they have improved their competences
Encouraging Emotional Conversations in Children With Complex Communication Needs : An Observational Case Study
Ajuts: A research grant by the Mexican National Council of Science and Technology (CONACYT, reference: 692379-440601) to GR-R supported this study.Children with complex communication needs (CCN) regularly have barriers to express and discuss emotions, and have fewer opportunities to participate in emotional conversations. The study explores and analyzes the changes after a training program focused on offering an interactive home learning environment that encouraged and modeled emotion-related conversations between a parent and a child with CCN within storybook-reading contexts. An observational design (nomothetic/follow-up/multidimensional) was used to explore and analyze the changes in the communicative interaction around emotions between mother-child. Augmentative and alternative communication (AAC) technologies were used to provide the child access to emotion-related vocabulary. The training program resulted in the mother providing more opportunities to engage her child in emotional conversations, suggesting that when opportunities and resources to talk about emotions were promoted, the child showed more engagement in emotion-related conversations using his AAC system. The mother-child communicative patterns and behavioral relationships observed during the phases are also presented. This case study illustrates the importance of a primary communication partners' role in facilitating emotional conversations, and the promising efficacy of a training program implemented in a storybook interactive learning environment to promote conversations about emotion-related events while encouraging children with CCN to learn, explore, express, and discuss emotions
L'铆ndex de la Carpeta d'Aprenentatge com a evid猫ncia de la presa de decisions del professorat d'Educaci贸 Superior
Presentem els resultats d'un estudi sobre les carpetes d'aprenentatge dels estudiants en els graus d'Educaci贸 Infantil i Prim脿ria que indaga en l'铆ndex. Aquest apartat de la carpeta 茅s fonamental, perqu猫 reflecteix la presa de decisions del docent sobre qu猫 vol ensenyar i com vol que ho facin els estudiants, afavorint-los la consci猫ncia sobre l'aprenentatge. Com estudioses d'aquesta eina observem que la seva implantaci贸 encara planteja molts reptes i la nostra recerca en posa de manifest algun
驴C贸mo construyen su identidad las educadoras de p谩rvulos principiantes? Una mirada desde diferentes realidades educativas
Este art铆culo da cuenta de las dimensiones que contribuyen a la construcci贸n de la identidad profesional de la educadora de p谩rvulos principiante, en centros educativos p煤blicos y particulares subvencionados chilenos. El m茅todo utilizado fue un estudio de casos m煤ltiple y la recogida de informaci贸n se efectu贸 mediante entrevistas semiestructuradas a ocho profesionales. Desde los resultados, se ha clasificado el proceso de construcci贸n de la identidad profesional en tres grandes grupos: personal, formaci贸n inicial y ejercicio profesional. A partir de estos, se distinguen diferencias entre aspectos que est谩n asociados principalmente a caracter铆sticas del contexto socioeducativo y el trabajo pedag贸gico realizado. La informaci贸n extra铆da permite constatar que la construcci贸n de la identidad profesional de la educadora de p谩rvulos est谩 en constante evoluci贸n al vincularse directamente con la experiencia diaria. Para ella, es fundamental la valoraci贸n positiva que hacen otros de su labor, lo cual contribuye a mejorar su rol profesionalThis article gives an account of the dimensions that contribute to the construction of the professional identity of the novice early childhood teacher in Chilean public and private subsidized educational institutions. The method used was a multiple case study and the collection of information was carried out through semi-structured interviews to eight professionals. From the results obtained, the process of construction of professional identity is classified into three major groups: personal, initial training and professional practice. From these, we can distinguish differences, mainly associated to characteristics of the socio-educational context and the pedagogical work. The extracted information allows us to verify that the construction of the professional identity of the early childhood teacher is in permanent evolution, since linked directly to daily experiences. For the teacher, the positive assessment that others make of her work is fundamental, which contributes to improving her work as a professiona
An谩lisis de un proceso de institucionalizaci贸n del Aprendizaje-Servicio universitario
Muchas universidades han iniciado procesos complejos y diversos de institucionalizaci贸n del Aprendizaje-Servicio como forma de atender a objetivos tanto de profesionalizaci贸n como de compromiso social. En el art铆culo se analizan el conjunto de experiencias de Aprendizaje-Servicio desarrolladas en una universidad durante el curso 2018-2019 para poder entender este fen贸meno y crear conocimiento sobre su diversidad interna como instituci贸n. En la informaci贸n recogida a trav茅s de informes escritos y entrevistas se analizan las experiencias en tres dimensiones: orientaci贸n al aprendizaje, impacto social y forma de organizaci贸n. Los resultados muestran la amplitud de objetivos que se pretenden alcanzar, as铆 como las estrategias puestas en marcha, tanto a nivel educativo como de servicio. Asimismo, se han podido perfilar tres grandes patrones en la forma de organizar las experiencias de aprendizaje-servicio. En las conclusiones se reflexiona sobre c贸mo las estrategias de Aprendizaje-Servicio orientadas al bien com煤n pueden contribuir a trascender el actual modelo universitario.Many universities have engaged in the institutionalization of Service-Learning, due to its potential to approach objectives such as professionalization or social commitment. These endeavors are diverse and complex. We analyze the Service-Learning experiences developed in our university during the academic year 2018-2019, as a study case, to approach the phenomena and create knowledge about the big picture of Service-Learning in an institutional level. Through a data collection constituted by written reports and interviews, three dimensions emerged: orientation of Service-Learning experience towards learning, social impact and the organizational structure of the experiences. The results showed the scope of goals and the strategies to attempt them, both towards education and social impact. We also found three main patterns in which the experiences are organized. The conclusions draw in the possibility of building on the strategies of experiences towards common good to transcend the current university model
The effects of a peer tutoring programme to improve the reading comprehension competence involving primary students at school and their families at home
This paper presents on the effects of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement. We drew upon a sample of 303 students and 223 family tutors. The methodology combined a quasi-experimental design and a qualitative analysis of texts. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also monitored. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills
Peer-practual : una tutoria entre iguals interprofessional als estudis de magisteri i psicopedagogia
Es presenta una experi猫ncia d'innovaci贸 did脿ctica consistent en la realitzaci贸 conjunta de pr脿ctiques professionals entre estudiants de Magisteri d'educaci贸 Infantil i Educaci贸 Prim脿ria, i estudiants de Psicopedagogia. Aquests estudiants treballen en parelles i realitzen un conjunt d'activitats, pr貌pies de les seves futures funcions professionals, amb el suport del company. Concretament la pr脿ctica consisteix en la planificaci贸, desenvolupament i avaluaci贸 d'una unitat did脿ctica sobre un tema curricular. Mentre l'estudiant de Magisteri prepara els materials i activitats corresponents, la seva parella, l'estudiant de Psicopedagogia, l'assessora en cada una de les fases d'instauraci贸,. Per afavorir aquesta din脿mica, els estudiants compten en diferents suports i instruments: - Els tutors de la universitat, corresponents a cadascun dels estudis implicats, - Una plataforma Moodle espec铆ficament organitzada per tal que els estudiants puguin analitzar tot el proc茅s conjuntament. En aquest espai es troben des de recursos per a la programaci贸 de la unitat, eines per realitzar un diari personal, un calendari d'activitats conjuntes o esquemes gr脿fics, fins a altres per editar v铆deos gravats de les sessions de classe i per la comunicaci贸. El projecte compta una ajuda per la millora de la qualitat docent (MQD) i pret茅n contribuir a millorar, tant algunes compet猫ncies professionals relatives ambd贸s tipus d'estudiants, com modificar determinades concepcions i actituds entre mestres i psicopedagogs. En aquests moments s'ha finalitat una primera fase pilot, de la que ja en tenim alguns resultats, i hem dissenyat la segona fase, que comptar脿 amb millores substancials.The authors of this communication presents the results of a didactic innovation experience, based on professional practices between undergraduates studying to become Pre-school or Primary Teachers, and Psychopedagogy students. The students work in pairs and carry out different activities, according to their future professional roles, with the support of a designated peer. Specifically, the practice consists of the planning, development and evaluation of a didactic unit of a curricular subject. While the Teaching student prepares the materials and activities, the partner with whom he is paired, the Psychopedagogy student, assesses his peer in each of stages he is carrying out. To facilitate the dynamics, the students utilise a variety of support facilities and instruments, including: The tutors of the university, corresponding to each one of the studies participating, a Moodle platform specifically designed so the students can analyze of the processes together. In this space stud ents can find different tools such us resources for programming the unit, tools to write their personal diary, a calendar that shows the activities their are meant to do together or graphical schemes, and also tools that show how to edit the videos recorded on each session and others to encourage the communication. The project it's supported by the funding from Teaching Quality Improvement (MQD). The project aims to contribute to improvements of the professional competence that the students in both kinds of studies need, and to modify certain conceptions and attitudes between teachers and psychopedagogs. The pilot stage has just been completed, therefore we have already produced some results, and we have designed the second stage. This second phase includes substantial improvements
Assessment rubric of personal and prosocial competencies and skills
University training for early years and primary school teachers has traditionally focused on highly academic and technical learnings. The extensive experience of our team as teacher trainers has shown us that, in order to complement those learnings, we need to boost our students' personal and prosocial competencies and skills. We consider the acquisition of these competencies and skills to be central to the training to become a teacher, however they are often difficulties to evaluate in a university setting. In order to make these behaviours more visible and to help students, qualified teachers and university tutors to keep them in mind, our research team has created an assessment rubric of personal and prosocial competencies and skills that aim to facilitate awareness and reflection around these specific set of abilities