Ikasle autoktonoak eta ikasle etorkinak Bilboko eskoletan: eskola mota eta praktika linguistikoak

El trabajo que se presenta está ubicado en un marco más amplio de investigación. En este artículo se presentan las características del tipo de centro y las prácticas lingüísticas (euskara, español y otras lenguas) del alumnado (autóctono e inmigrante) de 2 y 4 de la E.S.O. Revisados los datos socio demográficos y las políticas del Departamento de Educación del Gobierno Vasco respecto a la incorporación del alumnado recién llegado al Sistema Educativo Vasco, se procede al estudio de las características del alumnado de Bilbao sobre una muestra de 989 del alumnado de 2 y 4 de la ESO. Se analizan el tipo de centro que el alumnado elige teniendo en cuenta, la titularidad del centro, el porcentaje de alumnado inmigrante y el modelo lingüístico. Por otro lado, se analizan las prácticas de dicho alumnado en diferentes espacios (en la escuela, en el patio, en la familia y con los amigos). Finalmente, se plantean ciertas actuaciones que plantean optimizar y reconsiderar estrategias para mejorar el uso del euskara y el uso de las lenguas del alumnado inmigrante.; The work presented is housed in a broader framework of research. This article describes the characteristics of the type of school and linguistic practices (Basque, Spanish and other languages) of the students (indigenous and immigrant) from 2 and 4 of the secondary education. After reviewing the demographic data and policies of the Department of Education of the Basque Government regarding the incorporation of new students to the Basque Education System, is applicable to the study of the characteristics of students of Bilbao on a sample of 989 pupils of 2 and 4 course of ESO. The type of school that students choose considering the type of school, the percentage of immigrant students and the language model are analyzed. On the other hand, the practices of the students in different spaces (at school, on the playground, family and friends) are analyzed. Finally, certain actions are planned that pose optimize and rethink strategies to improve the use of Basque and the use of immigrant languages.; Le travail présenté est logé dans un cadre plus large de la recherche. Cet article décrit les caractéristiques du type de pratiques scolaires et linguistiques (basques, espagnol et autres langues) des étudiants (autochtones et immigrés) 2 et 4 de l’ESO sont présentés.Modifiéles données et les politiques du ministère de l’Éducation du Gouvernement Basque concernant l’incorporation de nouveaux étudiants au système éducatif basque sociodémographiques est applicable à l’étude des caractéristiques des étudiants de Bilbao sur un échantillon de 989 élèves de 2 et 4 de ESO. Le type d’école que les étudiants choisissent compte tenu du type de l’école, le pourcentage d’élèves immigrants et le modèle de langage sont analysés. D’autre part, les pratiques des étudiants dans différents espaces (à l’école, sur le terrain de jeu, famille et amis) sont analysés. Enfin, certaines actions qui présentent optimiser et repenser les stratégies visant à améliorer l’utilisation de la langue basque et de l’utilisation des langues des élèves immigrants se posent

Currículum integrado e identidad y cultura docente universitaria. Los efectos de una actividad interdisciplinar

The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/EHU). This understanding of the curriculum is a seminal change for teaching staff and affects their professional identity by encouraging co-responsibility throughout the process. Communicative methodology is employed, which assists in the integration of the people in the investigation, so that they form part of the process of study under equal terms. The production of data was done through in-depth interviews, discussion groups, and documental analysis. The Interdisciplinary Activity Module (IAM) was developed in small groups, of 12-15 individuals, through active methodologies, and the university teachers needed to incorporate it into their discourse and relations with other colleagues and with their students. The results show that an integrated curriculum provides a worthwhile training opportunity to achieve learning of greater significance and depth, and that it happens through changes in their ways of relating and acting as teachers.Este trabajo muestra los resultados de un proceso de investigación centrado en el impacto que una organización modular del currículum y su actividad interdisciplinar están teniendo en las identidades y en la cultura docente del Grado de Educación Social (UPV/EHU). Esta forma de entender el currículum es un cambio de gran calado para el profesorado y afecta a su identidad profesional al hacerlo co-responsable de todo el proceso. La metodología empleada es la comunicativa desde la que se apoya que las personas investigadas formen parte del proceso del estudio en términos de igualdad. La producción de datos se ha realizado mediante entrevistas en profundidad, grupos de discusión y análisis documental. La Actividad Interdisciplinar de Módulo (AIM) se desarrolla en grupos pequeños, de unas 12-15 personas, a través de metodologías activas, y el profesional académico lo tiene que incorporar a su forma de entenderse y relacionarse con el resto de colegas y con el alumnado. Los resultados muestran que un currículum integrado proporciona una oportunidad formativa de valor para conseguir un aprendizaje más significativo y profundo, y que ello pasa por un cambio en las formas de entenderse y hacer como docente.This article is linked to the line of Active Education of the consolidated research group Ikasgura (GIU 14/08) of the University of Basque Country

Reopening of Schools in the COVID-19 Pandemic: The Quality of Life of Teachers While Coping with This New Challenge in the North of Spain

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic. Methods: This study was carried out with a total sample of 1633 teachers from the Department of Education of the Basque Autonomous Community (Northern Spain), all of the professionals working in different educational centers, from preschool education to university studies, with the average age of 42.02 years (SD = 10.40). Main Outcome Measures: For this purpose, the Spanish version of the WHOQOL-BREF was used. Results: The highest values of perceived quality of life were found in the dimension of psychological health, followed by the dimension of physical health, the social relations dimension, and finally, the environmental dimensions. The results also revealed significant differences depending on gender, age, having a chronic illness, or living with someone who has a chronic illness, employment security, and educational sector. Conclusion: The study shows that it is important to attend to teachers’ health and quality of life, especially older teachers, those with a chronic illness, caregivers, those with job insecurity, and those who teach in preschool education.This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category) and R + d + i Projects Research Challenges of the Ministry of Economy, Science and Innovation, grant number PID2020-119011RB-100 EDU

Well-Being of Adolescents in De-Escalation Situation: Physical, Emotional, Social, and Academic Impact

The Covid-19 pandemic has changed the world we knew in recent months. In the interest of maintaining social distance, lockdown periods have been established and schools in many countries have closed their doors. In this context, the objective of this research was to analyze the well-being of adolescents in Spain after lock-down and during the de-escalation process in a holistic way; taking into account their indicators on physical, emotional, social, and academic levels. The "Well-being of Children in Lockdown" (WCL) scale was used to measure the well-being of adolescents using these same parameters. The results point out that the general well-being of adolescents in the pandemic situation was situated at an intermediate level. Taking into account the different aspects measured within the general well-being, the domains that obtained the lowest scores were the domains of addictions and playful and creative activities. Intermediate scores were also obtained in the physical activity, emotional and academic domains, with the routine and academic domains having the highest scores. Boys and younger adolescents are those who show higher scores in the general well-being. Moreover, correlations appear between academic task stress and emotions, playful and creative activities, addictions, physical activity, routine, academic and overall well-being.This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category) and R + d + i Projects Research Challenges of the Ministry of Economy, Science and Innovation, grant number PID2020-119011RB-100 EDU

Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic

[EN] Background. Faced with the situation of COVID-19, teachers are dealing with new measures, insecurity and a lack of clear guidelines. The aim of this study is to analyse the levels of stress, anxiety and depression of teachers in the north of Spain. Methods. This study was conducted with 1633 teachers from the Department of Education of the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals working in various educational centres, from nursery education to university studies, with an average age of 42 years (M= 42.02; S.D. = 10.40). The Spanish version of the Depression Anxiety and Stress Scale-21 was used. Results. The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression. Conclusions. This study indicates the importance of attending to the mental health of teachers, particularly women, those who have children, and those who have a chronic pathology or a family member with a chronic pathology.This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category)

Leisure as a Space for Inclusion and the Improvement of Life Satisfaction of Immigrants

Immigration has increased as a transnational phenomenon in Europe in recent years. A total of 2.4 million people migrated to one of the EU-28 Member States during 2018 as discussed by Eurostat (2020). This new reality presents us with new challenges, barriers, and paradigms of intervention. In this context, leisure has become one of the most important tools for the inclusion of this population and the development and strengthening of civic values that are essential in these times of constant mobility and social and cultural hybridization as discussed by Ashcroft, Griffiths & Tiffin (2006). The aim of this study was to analyze the role of leisure in processes related to inclusion, improvement of life satisfaction, and those related to covering the needs of migrants. For this purpose, a questionnaire was used which was administered to 373 people from different countries of origin in the Basque Country (Northern Spain). The variables under study were participation in leisure activities, needs covered, life satisfaction, and perception of inclusion. The results indicate that the participation of these people in leisure activities and free time, their inclusion in the territory, and their perceived life satisfaction are all low, while their needs (physical, psychological, educational, social, relaxation, physiological, and artistic) are not satisfactorily covered. Furthermore, the extent to which their needs are covered, strength of the social network, inclusion, and life satisfaction all show a correlation with free time and engagement in leisure activities.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This research was supported by the KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category)

Exploring Children’s Social and Emotional Representations of the COVID-19 Pandemic

COVID-19, a new emerging infectious disease (EID), has spread throughout the world, including Europe. Spain, in particular, has witnessed a significant outbreak of the pandemic. All classes have been canceled, and the government has declared a state of emergency, ordering the lockdown and confinement of the entire population. All children in the country have been confined to their homes since March 13 and are not allowed to leave at any time. This population is thus facing the harshest restrictions. Given the vulnerable situation of children, the aim of this research is to understand how they represent and emotionally cope with the COVID-19 crisis. A free association exercise elicited by the word "coronavirus" was completed by 228 children (age range: 3-12 years) from the North of Spain. To analyze the content, we employed the Reinert method with Iramuteq software for lexical analysis. The results revealed that children represent the COVID-19 as an enemy that is being fought by the doctors. Children are afraid and worried about catching the virus, but mainly because they think they can infect their grandparents, and this makes them feel guilty. Moreover, the lockdown situation has produced conflicting emotions in the children. On the one hand, they are scared, nervous, lonely, sad, bored, and angry, but they also feel safe, calm, and happy with their families. These results indicate the need for governments to also consider children in their management of the current situation by placing greater emphasis on social and inclusive policies to help alleviate the possible effects that they may suffer as a consequence of the pandemic and the lockdown. In short, there is a need to address the psychological, educational, social, health, and well-being needs of children.This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category)

Exploring the Social and Emotional Representations Used by the Elderly to Deal With the COVID-19 Pandemic

Spain has become one of the European epicenters of coronavirus (COVID-19), a virus that particularly affects the elderly, since this group accounts for the majority of hospitalized cases and has the highest mortality rates. Therefore, the aim of this research is to understand how elderly people represent and emotionally cope with COVID-19 during the days when the pandemic emerged in Spain. Using a qualitative methodology, a free association exercise elicited by the word "COVID-19" was completed by 115 participants (age range: 60-85 years) from the North of Spain. Lexical analysis was used to analyze the content. The results revealed that the government and the mass media are criticized for failing to communicate a clear message, and for giving out information that is both insufficient and contradictory. However, participants are clear that it is essential to follow the guidelines of the scientists and doctors, which are represented as credible sources. However, when the state of alarm and the lockdown of all citizens was declared, most of the participants represented the risk as being associated with the elderly and the pandemic became something that might also affect their families. Due to these circumstances, negative emotions appear such as fear, nervousness, uncertainty, restlessness, and insecurity. Feelings of solitude and loneliness also emerged, and these are represented as being linked to death. These results indicate the need for governments to manage the current situation with the elderly by placing greater emphasis on social and inclusive policies to help alleviate the possible effects of the pandemic and the lockdownThis research was supported by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category

Why are you allowed to go to school on your own? Exploring children's voices on independent mobility

This study aims to analyse 1002 children's and adolescent's reasons for going to school alone or accompanied and to explore how parents influence their choice. The findings revealed that children who could go to school alone feel that their parents trust them more. Moreover, children who live close to school are more likely to commute autonomously and those who do so feel their environment is safer. Finally, there are significant gender differences in autonomous travel to school, largely due to parental influence. In conclusion, there is a real need to work with children and families to develop targeted interventions to support the normalisation of children's autonomous walking and to address the fears of parents.KideOn. Research Group of the Basque Government, Ref.: IT1342-19 (A category). UPV/EHU. Proyectos Universidad-Empresa-Sociedad. US20/15. Autonomia en la Movilidad de los Ninos/as

Design and Validation of a Scale for Measuring Well-Being of Children in Lockdown (WCL)

The objective of this study was to create and validate an instrument to measure the well-being of children in lockdown. As a response to the COVID-19 pandemic, and in the interest of maintaining social distancing, millions of people have been confined to their homes, including children, who have been withdrawn from school and barely able to leave their homes. Thus, it would be useful to evaluate, from a holistic perspective, the well-being of children under these challenging circumstances. The participants were 1,046 children, 48.7% of which were boys and 50.7% girls, recruited in the Basque Country (Northern Spain). The scale was answered by their parents. The survey, entitled "Well-being of Children in Lockdown" (WCL), is composed of six subscales: Emotions, Playful and creative activities, Education, Addictions, Routine, and Physical Activity. Exploratory factor analyses indicate that all the reliability indices were acceptable. The survey demonstrated adequate reliability (alpha = 0.804). We were thus able to confirm the validity of this simple instrument for evaluating the well-being of children aged between 4 and 12 years in lockdown situations. The WCL can be regarded as a useful tool to evaluate the well-being of children in lockdown situations.This research was supported by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category)