Utilitzant mapes conceptuals per a estructurar una revisió de literatura a petita escala: una aproximació a l'aprenentatge basat en la investigació en la formació inicial de mestres

Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.El aprendizaje basado en la investigación (ABI) se considera una herramienta útil para integrar la teoría y la práctica en la formación de maestros. Sin embargo, los maestros en formación se enfrentan a la idea poco clara del profesor como investigador. Una de las (meta)metodologías populares consideradas en la investigación educativa, que se adapta bien a la investigación escolar, es la investigación basada en el diseño (IBD). La incorporación de este enfoque en el ABI como forma de desarrollar innovaciones pedagógicas en las escuelas puede ser una opción para integrar el ABI en la formación de maestros y poner a los maestros en formación en el lugar del profesor como investigador. Este estudio explora el potencial de los mapas conceptuales digitales para apoyar el desarrollo de la fase de conceptualización -durante la revisión de la literatura- de un proceso de ABI basado en una perspectiva de IBD en una asignatura de formación inicial de maestros, como fase previa al diseño de una innovación docente para escuelas. Se obtuvieron datos cuantitativos y cualitativos a partir de un cuestionario para maestros en formación y de la evaluación semántica de sus mapas conceptuales. Los resultados muestran un consenso general entre los maestros en formación respecto a que los mapas conceptuales son realmente útiles para estructurar revisiones bibliográficas a pequeña escala y tienen un marcado potencial para ser utilizados cuando se conviertan en maestros. De los resultados se derivan recomendaciones para que los profesores universitarios diseñen actividades de ABI relacionadas con revisiones bibliográficas utilizando mapas conceptuales digitales, con énfasis en la formación de maestros.This work was supported by the Quality Pact for Teaching of the Federal Ministry of Education and Research (BMBF) of Germany under Grant 01PL16056 – Research-Based Learning in Focus Plus (FLiF+) project [Forschungbasiertes Lernen im Fokus Plus - FliF plus], University of Oldenbur

Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context

Research-based learning is an educational approach that aims at enhancing an active student engagement through research activities that are typical of the field. In the case of student teachers, this implies getting involved in educational research and in the development of educational innovation based on research. A valid method for this aim is design-based research, which combines theory and practice through designing different types of educational products. In this work we present a technology-enhanced learning design of a pre-service teacher training course within the frame of research-based learning and, concretely, of design-based research. The course had the focus on the use of technology in the school, as well as on the development of the digital competence, and it was organized around the preparation of an educational proposal in which the use of technology was integrated and based on a research question. As results, we share the vision of the course instructor and the student teachers. Conclusions address the innovative character of the learning design and the educational practice presented and suggest future lines of work

El museu del gas

Peer Reviewe

Por una epistemología de la deportación española. El legado KL Reich de Joaquim Amat-Piniella

El abordaje crítico de KL Reich (1963) del escritor catalán Joaquim Amat-Piniella no puede pasar por alto el hecho de que sea el libro en su calidad de símbolo más que el texto literario el que haya encontrado su lugar dentro de los iconos que representan la memoria de los españoles deportados a los campos nazis cuya memorialización está estructurada alrededor de unos lugares comunes que se han mantenido inamovibles hasta la fecha. El presente artículo ofrece una breve trayectoria de la recepción de KL Reich a la luz de estos lugares comunes que configuran la articulación entre recepción y representación memorial. Terminaré por señalar una de las aportaciones literarias de KL Reich que pueden servir para ir elaborando una epistemología de la deportación española en los campos nazis.  Palabras clave: KL Reich; Joaquim Amat-Piniella; deportación; españoles en Mauthausen; literatura campos concentración.The critical approach KL Reich (1963) by Catalan writer Joaquim Amat-Piniella should take into account the fact that the book as symbol rather then the literary text has has found its place among the icons that represent today’s memory of the Spanish Republicans deported to Mauthausen whose memory has been constructed around very stagnated common places. This article follows briefly the reception of KL Reich in light of these common places to point to the tension between reception and memorial representation. I will conclude by commenting one of the the specific contribution of KL Reich to the representation and knowledge of the Spanish deportation in Nazi camps.  Keywords: KL Reich; Joaquim Amat-Piniella; Deportation; Spaniards in Mauthausen; literature of concentration camps