Estudios de caso. El desarrollo de competencias en la formación inicial de docentes en Andalucía después de Bolonia (EEES). Facultad de Ciencias de la Educación (Universidad de Huelva)

Esta colección tiene una serie de informes generales y 8 estudios de casos. Este volumen es el informe del Estudio de casos desarrollado en la Facultad de Ciencias de la Educación de la Universidad de Sevilla. Todos los autores y autoras de este documento autorizan a Encarnación Soto Gómez a depositarlo en RIUMA.Los hallazgos de esta investigación se recogen en diferentes informes que componen una mirada compleja y contrastada a la formación inicial de Andalucía en el Grado de Educación Infantil y Educación Primaria 10 años después de la puesta en marcha del Espacio Europeo de Educación Superior y 30 años después de la investigación desarrollada por el mismo Grupo de investigación: (1991-1993) del Plan Nacional de Investigación “Las prácticas de enseñanza en la formación inicial en las escuelas universitarias de formación de profesorado de Andalucía” (PB90-0813). La colección se compone de: • Un informe documental de las estructuras, condiciones y planes de estudio de las 8 Facultades implicadas. • Un informe de grandes muestras recogiendo la opinión de estudiantes y profesorado implicado en cada uno de los Títulos • 8 estudios de caso, uno por cada una de las Facultades implicadas. Investigadores principales: Ángel I. Pérez y Encarna Soto Investigadores: Noelia Alcaraz; Javier Barquin; Nieves Blanco; Ester Caparrós; Soledad de la Blanca; Manuel Fernandez; Isabel Fernández; Monsalud Gallardo; Elena García; Rosario Gutíerrez; Gonzalo Maldonado; Diego Martín; Ana Márquez; Mª Jose Mayorga; Laura; Muñoz; Laura Pañagua; Noemí Peña; Laura Pérez; Cristina Rodríguez; Mª del Pilar Sepúlveda; Mª José Serván; Eduardo SierraProyecto de investigación financiado: UMA18-FEDERJA-127. El desarrollo de competencias en la formación inicial de docentes en Andalucía después de Bolonia (EEES). Un estudio comparativo 25 años después. Grupo de Investigación HUM 311. Web. http://repensarlaeducacion.e

Usefulness of myeloid dendritic cells in cellular in vitro assays for evaluating immediate hypersensitivity reactions to betalactams.

Introduction Dendritic cells (DCs) are the most potent antigen presenting cells (APCs) with an important role detecting, processing, and presenting antigens to T cells. The analysis of maturation after in vitro stimulation with the culprit drug, and their ability to trigger the proliferation of specific T cell populations in patients with immediate drug hypersensitivity reactions (IDHRs) could serve to prove the sensitization to a drug. Most approaches used monocyte-derived DCs (moDCs), although their sensitivity is not optimal. The different nature of moDCs and myeloid DCs (mDCs), main DC population involved during the in vivo development of IDHRs, could influence the sensitivity of these in vitro tests. Therefore, we evaluated the effect of two betalactams (BLs), amoxicillin (AX) and clavulanic acid (CLV) in moDCs and mDCs from selective-allergic patients (AP) to each BL, as well as to assess their capacity to stimulate different T cell populations. Methods mDCs and moDCs were obtained from 14 AX-AP, 14 CLV-AP and 10 Healthy controls (HC). After stimulating with the culprit BL, maturation and their capacity to stimulate different T cell populations was assessed by flow cytometry. Results Higher maturation was observed in both AX- and CLV-AP compared with HC when using BL-stimulated-mDCs, whereas with moDCs, only higher was observed in AX-AP, but not in CLV-AP. The % of positive maturation cases was higher with mDCs than moDCs, with higher % with AX compared to CLV. The most relevant T cell population proliferative response was obtained in CD4+Th2 cells, reaching to 67% of positivity when using mDCs, followed by 50% with the traditional LTT, and only of 22% with moDCs from AX-AP. The specificity was higher than 80% in all cases. Conclusions mDCs from selective AP efficiently recognised the culprit drug and triggered the proliferation of T-cells, mainly those with a Th2 cytokine pattern, although these responses depended on the drug.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Desarrollo y estructura factorial de un instrumento de actitud hacia el uso de la tecnología para la enseñanza y la investigación en docentes universitarios

The attitude of teachers towards information and communication technology (ICT) can be deci­sive for their integration in the teaching-learning process. The objective of this research is to propose a new instrument, of three factors, to measure the attitude of university teachers and deepen their psychometric properties. The sample is composed of 867 university teachers. Data analysis includes exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and reliability analysis. The results of the EFA and the CFA confirmed evidence of a good fit of the first and second order model and good reliability indices. The present work contributes to a better understanding of the underlying dimensions of attitudes towards ICTs in this population.La actitud del profesorado hacia las tecnologías de la información y la comunicación (TIC) puede ser determinante para la integración de las mismas en el proceso de enseñanza-aprendizaje. El objetivo de esta investigación es proponer un nuevo instrumento, de tres factores, para medir la actitud de los docentes universitarios y profundizar en sus propiedades psicométricas. La muestra está compuesta por 867 docentes universitarios. El análisis de datos incluye análisis factorial exploratorio (AFE), análisis factorial confirmatorio (AFC) y análisis de fiabilidad. Los resultados del AFE y del AFC proporcionan evidencias de un buen ajuste del modelo de primer y segundo orden e índices de fiabilidad apropiados. El presente trabajo contribuye a una mejor comprensión de las dimensiones subyacentes a las actitudes hacia las TIC en esta población

Detection of Serum-Specific IgE by Fluoro-Enzyme Immunoassay for Diagnosing Type I Hypersensitivity Reactions to Penicillins

Diagnosis of type I hypersensitivity reactions (IgE-mediated reactions) to penicillins is based on clinical history, skin tests (STs), and drug provocation tests (DPTs). Among in vitro complementary tests, the fluoro-enzyme immunoassay (FEIA) ImmunoCAP® (Thermo-Fisher, Waltham, MA, USA) is the most widely used commercial method for detecting drug-specific IgE (sIgE). In this study, we aimed to analyze the utility of ImmunoCAP® for detecting sIgE to penicillin G (PG) and amoxicillin (AX) in patients with confirmed penicillin allergy. The study includes 139 and 250 patients evaluated in Spain and Italy, respectively. All had experienced type I hypersensitivity reactions to penicillins confirmed by positive STs. Additionally, selective or cross-reactive reactions were confirmed by DPTs in a subgroup of patients for further analysis. Positive ImmunoCAP® results were 39.6% for PG and/or AX in Spanish subjects and 52.4% in Italian subjects. When only PG or AX sIgE where analyzed, the percentages were 15.1% and 30.4%, respectively, in Spanish patients; and 38.9% and 46% in Italian ones. The analysis of positive STs showed a statistically significant higher percentage of positive STs to PG determinants in Italian patients. False-positive results to PG (16%) were detected in selective AX patients with confirmed PG tolerance. Low and variable sensitivity values observed in a well-defined population with confirmed allergy diagnosis, as well as false-positive results to PG, suggest that ImmunoCAP® is a diagnostic tool with relevant limitations in the evaluation of subjects with type I hypersensitivity reactions to penicillinsThis research was funded by the Institute of Health ‘Carlos III’ (ISCIII) of the Ministry of Economy and Competitiveness (MINECO) (grants cofunded by European Regional Development Fund: PI15/01206, PI17/01237, PI18/00095, RETICS ARADYAL RD16/0006/0001). Andalusian Regional Ministry of Health (grants PE-0172-2018, PI-0127-2020). DrNanoDall project by ISCIII thorough AES 2019 within the ERANET-EuroNanoMed-III framework (AC19/00082). AA holds a Senior Postdoctoral Contract (RH-0099-2020) with the Andalusian Regional Ministry of Health (cofunded by European Social Fund (ESF): “Andalucía se mueve con Europa”). ML holds a “Rio Hortega” contract (CM20/00210), GB and N.P.-S. hold a “Juan Rodés” (JR18/00054 and JR21/00024, respectively) with ISCIII of MINECO (cofunded by ESF). CM holds a ‘Nicolas Monardes’ research contract with the Andalusian Regional Ministry Health (RC-0004-2021). Partial funding for open access charge: Universidad de Málag

La evaluación formativa: una actividad clave para tutorizar, acompañar y personalizar el proceso de aprendizaje: Formative assessment: a key activity for tutoring, accompaying and personalising the learning process

The university transformation of recent years demands competent and reflective teachers. This study aims to find out to what extent a teaching practice based on formative and shared assessment enables the reconstruction of knowledge, improves results, and contributes to the academic satisfaction of students. It has been developed in the 2020-21 academic year and 61 first-year students of the Degree in Pedagogy in the subject of Didactics have participated. The questionnaires implemented and the observations carried out have enabled the triangulation of qualitative and quantitative instruments. The results show a high level of reconstruction of initial knowledge in relation to the theoretical and practical conceptions of the subject and a high level of student satisfaction regarding the monitoring, tutoring and assessment carried out. It can be affirmed that training actions of these characteristics enrich the learning process, and that formative assessment constitutes the backbone of learning.La transformación universitaria de los últimos años, demanda docentes competentes y reflexivos/as. Este estudio se propone conocer en qué medida una práctica pedagógica fundamentada en la evaluación formativa y compartida, posibilita la reconstrucción de saberes, mejora los resultados y contribuye a la satisfacción académica del alumnado. Se ha desarrollado en el curso académico 2020-21 y han participado 61 estudiantes de primer curso del Grado en Pedagogía en la asignatura de Didáctica. Los cuestionarios implementados y las observaciones realizadas han posibilitado la triangulación de instrumentos cualitativos y cuantitativos. Los resultados muestran un alto nivel de reconstrucción de los saberes iniciales en relación con las concepciones teóricas y prácticas de la asignatura y una elevada satisfacción del alumnado respecto al seguimiento, tutorización y evaluación desarrollada. Se puede afirmar que acciones formativas de estas características enriquecen el proceso de aprendizaje y que la evaluación formativa constituye el eje vertebrador de los aprendizajes. Palabras clave: evaluación formativa; práctica pedagógica; enseñanza-aprendizaje; retroalimentación; tutoría. Abstract: The university transformation of recent years demands competent and reflective teachers. This study aims to find out to what extent a teaching practice based on formative and shared assessment enables the reconstruction of knowledge, improves results, and contributes to the academic satisfaction of students. It has been developed in the 2020-21 academic year and 61 first-year students of the Degree in Pedagogy in the subject of Didactics have participated. The questionnaires implemented and the observations carried out have enabled the triangulation of qualitative and quantitative instruments. The results show a high level of reconstruction of initial knowledge in relation to the theoretical and practical conceptions of the subject and a high level of student satisfaction regarding the monitoring, tutoring and assessment carried out. It can be affirmed that training actions of these characteristics enrich the learning process, and that formative assessment constitutes the backbone of learning. Key words: formative assessment; teaching practice; teaching-learning; feed-back; tutoring

Proyecto interdisciplinar de innovación para la formación inicial del Maestro de Educación Infantil [Interdisciplinary project of innovation for teacher initial trainning of childhood education]

RESUMEN:En el siguiente artículo se presenta un proyecto interdisciplinar de innovación educativa desarrollado a lo largo del curso 2011/12 en la Facultad de Ciencias de la Educación de la Universidad de Málaga. El objetivo fundamental ha sido el acercamiento de la teoría a la práctica educativa, de tal forma que el alumnado de primero del Grado de Educación Infantil pueda construir un conocimiento práctico y reflexivo. Del mismo modo, también hemos apostado por un trabajo conjunto entre diferentes asignaturas de la titulación, bajo una visión compartida de la formación docente. Describimos la experiencia y el proceso de evaluación seguido, destacando especialmente las valoraciones y propuestas de mejora de los estudiantes participantes, así como las repercusiones que el mismo ha tenido en su formación.ABSTRACT:The following article presents an interdisciplinary project of educational innovation developed over the course 2011/12 in the Faculty of Education at the University of Malaga. The main objective has been the rapprochement of the theory to educational practice, so that the first grade childhood education students can build a practical and reflective knowledge. Similarly, we have also bet for a joint work between different subjects of the degree, under a shared vision of teacher education. We describe the experience and the evaluation process followed, with emphasis on valuations and proposals for improvement of the participating students, well as the impact that the project has had on their training