The process of mentoring and tutoring in lesson study in initial teacher training: two case studies

Purpose: This paper focusses on the tutoring process developed by three teachers during the implementation of two lesson studies (LSs) by students of the Bachelor of in Primary Education as a methodological strategy to facilitate the reconstruction of the teachers' practical knowledge. Design/methodology/approach: The study is set within the framework of qualitative research and the methodology adopted is borne out by the case study. Findings: The analysis shows how an adequate process of tutoring and accompaniment during the design, development and evaluation of the LS assists students to reconstruct their practical knowledge through action and to reflect on their actions and to develop key professional competences for initial teacher training. Research limitations/implications: This study was constrained by the need to develop a particular methodology of the study over a single four-month period, given that this type of process requires some quiet time for analysis and reflection. And the time that the tutors could make available due to the high ratio and the need to provide continuity to these processes to allow the students to consciously modify the tutors' lessons plans and incorporate this vision of being a teacher. Practical implications: The paper advised to repeat the experience in successive courses, to accompany the students in order to analyse the educational value of LS and how educational value of LS affects the how the students reconstruct their practical knowledge. Originality/value: This paper shows the strategies adopted to promote the reconstruction of practical knowledge in initial teacher training.This research has been made possible thanks to funding provided by the Ministry of Economy, Industry and Competitiveness in the 2017 round of R&D projects, through the project: Lesson Study, School and University: Researching the Reconstruction of Practical Knowledge in Initial Teacher Training (EDU2017-86082-p), part of the State Programme for the Promotion of Scientific and Technical Research of Excellence, a state subprogramme aimed at generating knowledge. // Funding for open access charge: Universidad de Málaga / CBU

Las TIC y los procesos de enseñanza-aprendizaje: la supremacía de las programaciones, los modelos de enseñanza y las calificaciones ante las demandas de la sociedad del conocimiento

El trabajo que aquí presentamos procede de una investigación más amplia, concretamente de uno de los estudios de casos realizados sobre la implantación experimental de las TIC en los sistemas escolares en Andalucía. Dicho estudio se realizó en un centro de educación primaria de la capital malagueña y aborda las cuestiones claves emanadas tras realizar una evaluación en un centro TIC. El proyecto del centro entendía las TIC como una valiosa herramienta más para desarrollar el trabajo docente, que podría favorecer la igualdad de oportunidades y la atención a la diversidad, complementando (no sustituyendo) al profesorado y sus actuales recursos. El estudio reflexiona fundamentalmente sobre la incidencia de la implantación de las TIC en los procesos de enseñanza aprendizaje, en las nuevas propuestas metodológicas que han emergido, en la evaluación de los aprendizajes y en la atención a la diversidad. Los resultados obtenidos no son homogéneos. Para la mayoría las TIC son un recurso más para apoyar los aprendizajes de los estudiantes, mientras que para otros han favorecido la reflexión sobre distintas dimensiones de su quehacer profesional: las tareas y estrategias que están utilizando para trabajar en el aula o sobre cómo reorganizar la selección cultural escolar tratando de compaginar lo considerado relevante por el profesorado y lo destacado en el libro de texto. Es decir, la implantación de las TIC podría constituir un interesante reactivo para preguntarse por cuestiones centrales que condicionan sobremanera los procesos de enseñanza-aprendizaje, pero inicialmente no parece desarrollarse en este sentido, aunque sea demasiado pronto para poder concretarlas

PISA and scientific competence: an analysis of the PISA tests in the Area of Science

This work is part of an investigation focusing on the educational evaluation of the skill of Learning how to Learn, which addresses the issue of basic skills that students needs to develop to function throughout life in the contemporary social context. One purpose of the study is to analyze the potential of external and diagnostics evaluations to estimate the level of acquisition of these skills. Focusing on a methodology of qualitative and quantitative analysis of the PISA tests released in the specific area of Science (2000-2006), we conclude that these tests require scientific skills of low complexity, with marked presence of mere reproduction. In addition, we appreciate the gap between the concept of competence proposed DeSeCo and what PISA really evaluates according to the results obtained in the area of Science

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

A educação emocional no ensino primário: Uma aprendizagem para a vida

Due to the social changes that are currently taking place, schools must attend to the emotional training of students. Part of a larger European project on student emotions and current conditions of education systems from participating partners, this study shows the results obtained in Spain (Malaga) for a period of 6-10 years. Specifically, the authors conducted a qualitative study based on the affective dimension of education. In total, 17 teachers participated. The results show that the curriculum is focused on the cognitive dimension, leaving aside the emotional dimension to existing legislation that explicitly stipulates that dimension. Schools should, however, should contemplate their educational function concerning the holistic development of its students, and this process should be designed and implemented on the basis of promoting all dimensions of the person.En la actualidad, debido a los cambios sociales que se están produciendo es necesario que la escuela atienda de manera directa la formación emocional del alumnado. En este trabajo se presenta un estudio enmarcado en un Proyecto Europeo, cuya finalidad es conocer las condiciones actuales de los sistemas educativos de los socios participantes respecto a las emociones, en este caso concreto se muestran los resultados obtenidos en España (Málaga) en la franja de 6-10 años. Para ello se ha realizado un estudio de corte cualitativo fundamentado en el tópico: la dimensión afectiva de la educación. En total han participado 17 docentes. Los resultados muestran que el currículum está centrado en la dimensión cognitiva, dejando al margen la dimensión emocional, a pesar de que en la actual legislación se contempla explícitamente dicha dimensión. La escuela, hoy día, para poder contemplar su función educativa debe posibilitar el desarrollo integral de su alumnado, para ello los procesos educativos deben diseñarse e implementarse en base al fomento de todas las dimensiones de la persona.Nos dias de hoje, é necessário que a escola tenha em conta questões de mudanças sociais que estão a ocorrer na sociedade, na formação emocional dos alunos. Neste artigo apresenta-se um estudo enquadrado num projeto Europeu, cuja finalidade é conhecer as condições atuais dos sistemas de ensino dos parceiros participantes no que diz respeito às emoções. Aqui apresentam-se os resultados obtidos em Espanha (Málaga), relativos a crianças de 6-10 anos de idade. Foi realizado um estudo qualitativo, baseado no tema "a dimensão afetiva da educação". No total, participaram 17 professores. Os resultados mostram que o currículo está focado na dimensão cognitiva, deixando de lado a dimensão emocional, apesar da legislação atual contemplar explicitamente essa dimensão. A escola, hoje em dia, para poder contemplar a sua função educativa deve permitir o desenvolvimento integral dos seus alunos. Para isso, os processos educativos devem ser concebidos e implementados com base na promoção de toda as dimensões da pessoa

A One Health view of the West Nile virus outbreak in Andalusia (Spain) in 2020

Reports of West Nile virus (WNV) associated disease in humans were scarce in Spain until summer 2020, when 77 cases were reported, eight fatal. Most cases occurred next to the Guadalquivir River in the Sevillian villages of Puebla del Río and Coria del Río. Detection of WNV disease in humans was preceded by a large increase in the abundance of Culex perexiguus in the neighbourhood of the villages where most human cases occurred. The first WNV infected mosquitoes were captured approximately one month before the detection of the first human cases. Overall, 33 positive pools of Cx. perexiguus and one pool of Culex pipiens were found. Serology of wild birds confirmed WNV circulation inside the affected villages, that transmission to humans also occurred in urban settings and suggests that virus circulation was geographically more widespread than disease cases in humans or horses may indicate. A high prevalence of antibodies was detected in blackbirds (Turdus merula) suggesting that this species played an important role in the amplification of WNV in urban areas. Culex perexiguus was the main vector of WNV among birds in natural and agricultural areas, while its role in urban areas needs to be investigated in more detail. Culex pipiens may have played some role as bridge vector of WNV between birds and humans once the enzootic transmission cycle driven by Cx. perexiguus occurred inside the villages. Surveillance of virus in mosquitoes has the potential to detect WNV well in advance of the first human cases.This study was supported by emergency funds from CSIC [grant number 202030E263]; Agencia Estatal de Investigación under [grant numbers PID2021-123761OB-I00, PGC2018-095704-B-I00, PID2020-116768RR-C21/C22] supported by FEDER Funds; and by the European Commission–NextGenerationEU (Regulation EU 2020/2094), through CSIC’s Global Health Platform (PTI Salud Global) and by Instituto de Salud Carlos III Project "PI19CIII/00014".S

Pobreza en la ocupación e instrumentos de reacción

Unión Europea,Ministerio de Economía y Competitividad y el Fondo Europeo de Desarrollo Regional DER2015-63701-C3-1-

Role of age and comorbidities in mortality of patients with infective endocarditis

[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality. [Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk. [Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality. [Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

Revista de ciencias de la educación

La finalidad de la investigación es profundizar en el conocimiento de la supervisión de las prácticas, como elemento clave de la formación profesional del estudiante, además de constatar si cumplen una función formativa o es un trámite formal. El diseño de la investigación comprende la realización de varios estudios estadísticos y un estudio de casos, cada uno de ellos cuenta con unos instrumentos específicos. Los resultados se agrupan en diversos apartados: la concepción de la práctica, complejidad de la función supervisora, la coordinación, la cualificación y formación específica de los agentes de la supervisión. En el apartado de conclusiones destaca, entre otros aspectos, que los resultados de los estudios empíricos difieren de los del estudio de casos, después de analizar estas diferencias, finaliza con unas reflexiones..MadridES