/pdf/the-impact-of-faculty-academic-mentoring-on-first-generation-5faiktjlhb.pdf

The Impact of Faculty Academic Mentoring on First-Generation Undergraduate Students : A Mixed Method Design

In the last years the use of Virtual Learning Environments has been generalized in the university teaching. The present work shows the results of a survey of 251 students the subject "Financial Accounting I" of the degree in Business Management and Direction of the University of Santiago de Compostela.
In the first place is presented the opinion of the students about the utility and advantages perceived in the use of the virtual campus and its potential as a replacement tool for traditional classroom system. Also, the study shows that the variables satisfaction, frequency of use and utility of the virtual classroom have influence neither on the final qualification of the students nor on its assistance to class, so that these activities complement but they do not replace face-to face learning

/pdf/rendimiento-academico-y-utilizacion-de-entornos-virtuales-de-2ips84zixl.pdf

Rendimiento académico y utilización de entornos virtuales de aprendizaje por los alumnos de una asignatura de contabilidad

In this study we analyze the student assessment systems used in the four universities of Castile & Leon (Spain) during the initial training of primary level teachers. We compared the results obtained from a survey of teacher educators and graduates of these universities. The analysis focused on evaluating the participation /involvement of the students in the assessment systems and the type of assessment and the data–intake instruments used. The conclusions indicate that the teacher educators’ view of the assessment system was more benevolent that that of the graduates.

https://dialnet.unirioja.es/descarga/articulo/4616261.pdf

Análisis de los sistemas de evaluación del alumnado en la formación del profesorado: estudio comparativo entre lo que opinan profesores y egresados

1. Introduccion que fundamentalmente cuide de su hijo Los programas de mentoria en la uniTelemaco y le ayude a prepararse para versidad espanola suponen un intercamser rey. Una vez acabada la guerra, y ante bio interpersonal entre un mentor (un las dificultades de Ulises para regresar a alumno de cursos superiores), que ofrece su reino, la diosa Atenea les suplica a los apoyo, direccion y retroalimentacion con dioses que la permitan ayudar a Telema respecto a los estudios, a los planes de caco a encontrar a su padre. Atenea, conoci rrera y al desarrollo personal de uno o da en la Mitologia griega como la diosa de varios telemacos (alumnos de nuevo inlu sabiduria, la estrategia y la guerra greso). Esta definicion, adaptada de otra, justa, adopta la apariencia de Mentor ofrecida por distintos autores (Dalton, Para acompanar a Telemaco en la bus■§.. Thompson y Price, 1977; Hall, 1976; Lequeda de su padre, es decir, para alcanzar J ) vinson, Darrow, Klein y McKeen, 1978; la "meta" u "objetivo final", garantizada | i Kram, 1983, 1985) refleja lo que se esta por la compania siempre presente de la | j haciendo en mentoring en el ambito unidiosa de la victoria, Nike. §" < X

Satisfacción con el mentor : diferencias por rol y sexo

This article focuses on the narration of experience as an artistic expression of professional practice and the possibility of obtaining this knowledge. Starting from the critique of scientism-based desire that seems to dominate social work in Spain, we defend the need to incorporate experience into our research agenda so as to allow a deeper and more detailed description of the problems that we deal with and to thereby achieve a type of knowledge that is valuable for social intervention. We argue in favour of the integration of reflective practice in our professional activities to discover the uniqueness and complexity of our work through a narration in which the researcher is part and parcel of what is described. Despite the traditional epistemological opposition and obstacles to combining action-focused reflective practice with the investigation of an object that the researcher forms part of, we explore the possibilities of a specific type of narrative inquiry, automethodology, as a means and method to enhance experience and improve professional social workers’ practice in an environment in which our work is increasingly complex and difficult. We also offer some illustrative texts as examples.

/pdf/la-narracion-de-la-experiencia-profesional-como-expresion-55t8up07i8.pdf

La narración de la experiencia profesional como expresión del conocimiento en Trabajo Social

This article describes the results of the project entitled Course: �Development for students at Universidad
Politecnica de Madrid�. This project intends to develop in our students the professional competences most
requested for the companies.
In order to evaluate the results participating students were divided into three groups. Firstly, all of them
were evaluated using the method feedback 360o which gives rise to an evaluation report for each student.
Six months later, a second evaluation was carried out. In that case, each group of students was analyzed in
a different way. In the Experimental Group (GE1) each student, with the help of an expert and taking into
account the first evaluation report obtained from feedback 360o, prepared a personal plan for improving
different behaviours analyzed in the report. In the other two groups, named, Experimental Group (GE2)
and Control Group (GC), each student only received the report obtained from feedback 360o by means of
an e-mail message. The GE2 students had the possibility of attending several training courses focussed on
improving some of the aspects considered in the report; however the students of the GC group did not
receive any other specific attention.
The results of this article show that there are significant differences between the analysis performed before
and after the development of the project for the students included in GE1, detecting improvement in 27 of
the 38 behaviour indicators evaluated. However, the students of GE2 only improve in the four behaviour
aspects connected with the courses received. Finally, no significant improvements in the students included
in CG group have been detected.

/pdf/proyecto-descartes-desarrollo-de-la-carrera-en-estudiantes-2iq9i2jnmk.pdf

Proyecto Descartes: desarrollo de la carrera en estudiantes de la Universidad Politécnica de Madrid

La formacion de mentores es una fase clave en la implantacion de cualquier programa de mentoring, ya sea en un contexto universitario o empresarial.Los mentores habran pasado anteriormente por una experiencia similar a la de sus mentorizados, pero eso no significa que posean las competencias adecuadas para realizar las tareas de apoyo, d

La formación de los alumnos mentores

Los autores validan una escala de evaluacion de las competencias del mentor en contextos universitarios. Con una muestra de 206 alumnos mentores de la Universidad Politecnica de Madrid, el analisis factorial (ejes principales y rotacion oblimin) explica el 61,84

Validación de una escala de evaluación de las competencias del mentor en contextos universitarios.

El articulo propone la utilizacion de las narraciones e historias en la practica docente y la justifica como una tecnica util de cara al incremento de la motivacion, el aprendizaje y el cambio de determinados comportamientos en el alumnado. Se narran distintas experiencias concretas en las que se han utilizado las narraciones en contextos docentes, especificando la metodologia utilizada y los resultados conseguidos, para facilitar la utilizacion por parte del lector.

/pdf/la-utilizacion-de-las-narraciones-e-historias-en-la-practica-57d3b9k14a.pdf

Ana María Calles Doñate

Papers

Satisfacción con el mentor : diferencias por rol y sexo

Proyecto Descartes: desarrollo de la carrera en estudiantes de la Universidad Politécnica de Madrid

La formación de los alumnos mentores

Validación de una escala de evaluación de las competencias del mentor en contextos universitarios.

La utilización de las narraciones e historias en la práctica docente