School as teacher-student education context: learning from collaboration

El trabajo presenta una experiencia de formación del alumnado de Grado de Primaria en la Facultad de Ciencias de la Educación de la Universidad de Málaga, diez estudiantes de primer año cursan dos de sus materias colaborando en una escuela en el marco de un proyecto de aprendizaje servicio. Este alumnado sirve de apoyo al desarrollo del proyecto de comunidad de aprendizaje de esta escuela al tiempo que construyen su conocimiento acerca de las dos disciplinas implicadas. El proceso de aprendizaje tiene lugar mediante encuentros con el profesorado universitario en seminarios de reflexión. Igualmente tienen lugar encuentros entre profesorado de la escuela, de la universidad y los estudiantes, con el objetivo de avanzar en la comprensión del proceso educativo, así como colaborar en el progreso del proyecto educativo de esta escuela. Es significativo en este sentido el hecho de que esta escuela esté situada en un contexto de marginación social, económica y cultural Algunas de las dimensiones que se ponen juego serían: el trabajo colaborativo, el compromiso social, político y educativo con la escuela pública y la transformación de los procesos de formación inicial del profesorado de primaria. Los resultados de este proceso se organizan en torno al proceso subjetivo vivido por el alumnado, el proceso de formación en el centro escolar y el proceso de colaboración entre el profesorado de ambas instituciones.This paper presents an experience of primary teacher-student education from the College of Education at University of Malaga. 10 freshmen study two subjects collaborating in a primary school as part of learning-service project. These students are supporting the development of a learning community project in progress in this school while they build their knowledge about two involved subjects. Learning process take place through meetings with the college teachers as a reflection seminar. Likewise meetings take place between both, school and college teachers, and the students, in order to advance in the understanding of the educative process, so as to collaborate in the progress of educational project of this school. In this sense, it is significant that these schools located in a context of social, economical and cultural marginalization. Some issues that are being played are: collaborative work, social-political-educative commitment with public school and the transformation of primary teacher student education. Outcomes of this process are organized around these issues: subjective process experimented by students, the training process at school, and collaborative process between teachers from both institutions.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granad

Paradojas y conflictos entre las culturas del profesorado, las familias y los estudiantes en el contexto escolar

Presentamos parte de los resultados de la investigación «Experiencia escolar, identidad y comunidad: investigando colaborativamente para la transformación de las prácticas escolares» (SEJ2007-60825/ EDU, del Plan Nacional de Investigación I+D+I). La investigación se está llevando a cabo en tres centros educativos ubicados en dos provincias del sur de España. Uno de ellos es de Primaria y está ubicado en un barrio marginal, otro es de Secundaria y está situado en un contexto de clase media baja, el último, ubicado en un entorno rural, es un centro de Primaria con primer ciclo de ESO. Es necesario comentar la situación histórica del modelo educativo español para comprender los marcos en los que se insertan las experiencias de los agentes de los distintos estamentos estudiados en esta investigación. Asimismo, el marco referencial de la investigación se asienta en una perspectiva crítica tanto con las instituciones como con los actores educativos. Meto- dológicamente, trabajamos desde una perspectiva narrativa con la intención de recuperar las diversas voces que conforman las realidades escolares cotidianas. En esta publicación nos centramos en las diferentes perspectivas y ‘miradas’ acerca de la experiencia escolar de los colectivos que participan de la escuela: profesorado, familias y alumnado. De la variedad de aspectos implicados en la comprensión de esta experiencia, destacamos tres dimensiones de interpretación: la tradición (cultura social y familiar de la escuela), la reproducción (la experiencia escolar construida en el tiempo) y las expectativas (qué esperamos de la educación y de la escuela). Estas diferencias configuran prácticas educativas distintas, a través de la resolución de los conflictos y la convivencia de las perspectivas paradójicas emergentes. En definitiva, podemos concluir que el modo en que las diferentes experiencias escolares de los colectivos implicados se resignifican en la comunidad educativa, se generan o se construyen diferentes estructuras de funcionamiento de las escuelas al mismo tiempo que representan modos particulares de construcción de la identidad. ------------------------------------------------------------------------------------------------------------------------------------------------------------ The aim of this paper is to present part of the results of the research “School Experience, Identity and Community: Researching collaboratively in order to transform school practices” (SEJ2007 60825/EDU, of the National RDI Research Plan). This research is being carried out in three schools located in two provinces in southern Spain. The first one is a primary school in a deprived neighbourhood; the second one is a secondary school in a low middle class area; and the third one is a primary school that has the first cycle of secondary education in a rural area. It is necessary to provide the historical context for Spain’s education model in order to understand the framework provided for the various educational players studied in this research. The research’s reference framework is also based on a critical perspective of both the institutions and the educational players. Based on the methodology, we work from a narrative perspective with the intention of recovering the diverse voices that make up the day-to-day school realities. In this paper, we focus on the different perspectives and “viewpoints” regarding different school experiences of teachers, families and students. With regard to the variety of aspects involved in understanding that xperience, we highlight three dimensions of interpretation: tradition (social and family culture about the school), reproduction (the school experience built over time) and expectations (what we expect from education and from school). Those differences make up different educational practices where conflicts must be resolved and emerging paradoxical perspectives must coexist. In short, we can conclude that the way in which the different school experiences of the groups involved are made known in the education community, different school working structures are generated or built at the same time as they represent specific ways of building up an identity

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)