Ethnography inquiry and teacher education. The use of diaries for the comprehension of educational practice

We present in this communication a work of inquiry carried our using the diaries of students participating an educational experience in a primary school. Along a semester, a group of 10 students was workomg with a community learning project. These students were engaged with a teacher training experience which is being developed in the Education College at the University of Málaga. In this experience some teacher students attended two subjects of his education as collaborators in this school. His experience was collected systematically in field diaries in which they reflected their everyday experience in the school, as well as his insights, assessments, feelings, etc. These diaries become into the working material to study the school functioning and their experience. For that reason, working meetings were held with teachers of their subjects at the university. Collaboratively, diaries were analyzed, categorized and interpreted in an attempt to understand the school practice, and thus, progress their training process.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Experiences from the academic training. Study about the identity of the novice teacher, second part.

We present some progresses of the current research project we are developing called "The professional identity of teacher studies”. It aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of pre-school education and primary education. To that effect we enquiry about the influence of the experience as school student in their training and what kind of professional identity they are generating along the formation period and after five years of activity as teachers. We present some results from the second phase of the research project: The analysis of the teacher students experience accounts in the collegeUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The κ - μ shadowed fading model with arbitrary intercluster correlation

In this paper, we propose a generalization of the well-known κ-μ shadowed fading model. Based on the clustering of multipath waves as the baseline model, the novelty of this new distribution is the addition of an arbitrary correlation for the scattered components within each cluster. It also inherits the random fluctuation of the dominant component, which is assumed to be the same for all clusters. Thus, it unifies a wide variety of models: Rayleigh, Rician, Rician shadowed, Nakagami- m, κ-μ and κ-μ shadowed as well as multivariate Rayleigh, Rician and Rician shadowed. The main statistics of the newly proposed model, i.e. moment generating function, probability density function and cumulative density function, are given in terms of exponentials and powers, and some numerical results are provided in order to analyze the impact of the arbitrary intercluster correlation.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Ethnography, visual narratives and learning ecologies. The 'Universidad Rural Paulo Freire' case.

In this paper, we present some of the results of the R&D Project called "Ecologies of learning in multiple contexts: analysis of expanded education projects and citizenship configurations" funded by Minister of Economy and Competitiveness (Spain). The interest of this project arises after considering that much of the individual and organizational learnings have been turning invisible in different educational spaces. Therefore, our purpose is to study the different socio-educational mechanisms that individuals and organizations put into play in different scenarios: schools, asociations, virtual academical contexts, etc. On this ocassion, we present some of the methodological issues and results of a specific case: "La Universidad Rural Paulo Freire de la Serranía de Ronda" (onwards URPF), a rural socio-educative organization. The ethnography is being developed in Benalauría (Ronda mountain range). This organization is focused in the recovery of traditional learnings that people used to have around the rural world. It is settled in a critical perspective that connects their educational actions under the approaches of sustainability, dignity, feminism, etc. The general objectives we consider for this project are the following: - To know life style of people in Benalauría context. - To understand the configuration of URPF group and its impact in the territory. - To promote learning communities of practice with other organizations. As specific objectives, we emphasize: - To review the conceptual frameworks those allow us to understand the practices of invisible learning in this experience. - To generate visual narratives those evidence the work and identity features of the URPF. - To analyse the life stories of the people who are part of this experience (as well as the collective story), for the understanding of socio-educational action in rural contexts through dialogue of knowledge, generation of democratic practices and collaborative participation. - To generate spaces for dialogue with other organizations, groups and people for the creation of networks and learning communities.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Cu-CHA material efficient in the SCR process in the presence of water and CO2

A reproducible method for the synthesis of SCR active Cu-CHA materials has been developed, which allows the incorporation of up to 4% of copper inside the cavities of the zeolite. These materials are highly efficient in the removal of NOx by reaction with ammonia, even in the presence of water and CO2 in the reaction atmosphere. Cu2+ species are the active species in the reaction and in contact with water and CO2, the hydrated-carbonate Cu2+ species placed in the 8-rings were identified as the responsible for the improvement in the activity.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Adecuación de las instalaciones de un museo de exposiciones

El complex del quarter General Luque està constituït per un conjunt d’edificis que ocupen una illeta de 36.500 m2. El citat complex està constituït per un edifici principal, paralHlel al carrer General Luque, y diversos pavellons situats al voltant d’un pati d’armes tancat en la seva part posterior per un altre edifici aïllat. Es pretén habilitar aquest darrer edifici per instalHlar en el seu interior un Museu. Així mateix també s'ha previst habilitar una petita edificació situada al costat de la zona d'aparcament del complex, per instalHlar en la mateixa la cafeteria i tenda del Museu en la seva planta baixa i unes dependències per a ús administratiu en la seva planta primera. L'objectiu del present Projecte, compost de Memòria Descriptiva, Plànols, Pressupost i Plec de Condicions, és determinar les Característiques Tècniques per a la instalHlació del Museu de la ciutat d'Inca (Mallorca), amb l'activitat complementària de Bar Cafeteria, amb la finalitat de servir de base per a l'execució de les instal·lacions projectades i com a document tècnic per obtenir les autoritzacions necessàries per a la seva instalHlació i funcionamen

Teacher education by volunteering in learning communities

El trabajo presentado forma parte del proyecto I+D+I “Ecologías del aprendizaje en contextos múltiples: análisis de proyectos de educación expandida y conformación de ciudadanía” financiado por MIMECO, España.El artículo presenta parte de los resultados de investigación sobre el trabajo del voluntariado en centros educativos que son comunidades de aprendizaje como una forma de avanzar en procesos de formación docente diferentes a los vigentes.Universidad de Málaga. Campus de la Excelencia Internacional Andalucía Tech

“IDEACIÓN SUICIDA EN ADOLESCENTES DE TLALNEPANTLA

RESUMEN Introducción: En México durante el periodo 1990 – 2012, se duplicó la tasa de suicidio de 2.2 a 4.7 suicidios por cada 100 mil habitantes. El primer eslabón del comportamiento suicida es la ideación suicida. Objetivo: Identificar la prevalencia de ideación suicida en adolescentes de 12-15 años que estén inscritos en la Escuela Secundaria General Gustavo Baz Prada perteneciente al municipio de Tlalnepantla, Estado de México. Método: Estudio prospectivo, observacional y transversal. Se aplicó la escala de Okasha en adolescentes de 12-15 años que estén inscritos en la Escuela Secundaria General Gustavo Baz Prada, durante el ciclo escolar agosto 2014-julio 2015, perteneciente al municipio de Tlalnepantla, Estado de México. Resultados: De 800 alumnos, se excluyeron 150 alumnos, por no aceptar contestar la encuesta, se eliminaron 122 encuestas por defectos en el llenado. Se encuestaron 528 alumnos, de los cuales un 50.1% son del sexo femenino y un 49.9% del sexo masculino. El 15% de los alumnos presentó ideación suicida, perteneciendo el 75.5% al sexo femenino y el 24.5% al sexo masculino. En cuanto a los grupos etarios se encontró mayor prevalencia en el grupo de adolescentes de 14 años (19%), seguido por el grupo de 12 y 15 años (17%) y al final el grupo de 13 años (11%). Conclusión: Es necesario el conocimiento tanto de la sociedad en general, como del personal salud, el panorama actual del suicidio, para establecer tanto en escuelas, como en los centros de salud de primer nivel de atención, y en nosocomios de 2° nivel de atención, medidas preventivas para la detección oportuna tanto del intento de suicidio como el suicidio consumado

Ecologías del aprendizaje en contextos rurales. El caso de la Universidad Rural Paulo Freire de la Serranía de Ronda

Ecologías del aprendizaje en contextos rurales. El caso de la Universidad Rural Paulo Freire de la Serranía de Ronda. Línea Estratégica de trabajo: Metodologías multimodales y participativas. 1. Introducción y objetivos El trabajo que presentamos forma parte del proyecto I+D+I “Ecologías del aprendizaje en contextos múltiples: análisis de proyectos de educación expandida y conformación de ciudadanía” financiado por MIMECO, España. El interés de este proyecto surge al considerar que buena parte de los procesos de aprendizaje relevante que activan un sentido de comunidad y ciudadanía, han venido resultando invisibles en los distintos espacios educativos y de formación del profesorado. En esta comunicación presentamos los planteamientos metodológicos que nos hacemos en uno de los contextos de esta investigación, que es el grupo que conforma la Asociación ‘Montaña y Desarrollo’ que entre sus iniciativas está la gestión y dinamización de la Universidad Rural Paulo Freire de la Serranía de Ronda. Nuestro propósito general es estudiar los mecanismos educativos que las personas y organizaciones ponen en juego a la hora de constituirse en sus grupos de interacción próxima: trabajo, familia, etc. Así mismo, como objetivos específicos para trabajar en en el mencionado contexto, destacamos - Revisar los marcos conceptuales que permitan comprender las prácticas de aprendizaje invisible y educación expandida representativas de alternativas ecologías del aprendizaje. - Generar narrativas visuales que evidencien el trabajo y los rasgos identitarios de la Asociación ‘Montaña y Desarrollo’. - Analizar los relatos de vida de las personas integrantes de esta experiencia (así como el relato colectivo), para la comprensión de la acción socio educativa en contextos rurales a través del diálogo de saberes, generación de prácticas democráticas y la participación colaborativa. - Generar espacios de diálogo con otras organizaciones, colectivos, personas… para la creación de redes y comunidades de aprendizaje. 2. Metodología. La metodología se sitúa en el paradigma cualitativo y se aborda desde el enfoque biográfico–narrativo (Rivas, 2009). Entender los fenómenos sociales desde la voz de los/as protagonistas, se sitúa como estrategia principal e indispensable en este proyecto. Para ello, tras previo acuerdo con el colectivo participante, recurrimos a la construcción de relatos de vidas y narrativas visuales como enfoque metodológico de base hacia la re-significación de cómo aprende y se aprende en el mencionado escenario de investigación. Para ello, acudimos a distintas estrategias tales como la entrevista, los grupos focales y de reflexión (que serán grabados en soportes audiovisuales), así como grupos mixtos para el desarrollo de interpretaciones, la co-contrucción de significados y el trabajo sobre los resultados parciales y finales. 3. Conclusiones. El entramado del aprendizaje ecológico y los procesos de construcción de ciudadanía son percibidos hoy como un aprendizaje invisible, informal, generativo o rizomático, fuera de los contextos educativos formales. Sin embargo, las posibilidades casi ilimitadas de comunicación abren el universo de otras formas de aprendizaje que pensamos contribuyen a los procesos de transformación personal y colectiva. Sobre esto, consideramos que la investigación educativa debe tener presente desde un enfoque metodológico, la incorporación de los sujetos como agentes clave en la toma de decisiones del proceso indagatorio y considerar la ampliación de las formas de aprendizaje hacia la participación, el componente emocional y corporal, la colaboración y la interconexión.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech