Ángela Serrano Sarmiento

Bio: Ángela Serrano Sarmiento is an academic researcher from Universidad Católica de Valencia San Vicente Mártir. The author has contributed to research in topics: Curriculum & Psychological resilience. The author has an hindex of 4, co-authored 7 publications receiving 25 citations.

Resilience and COVID-19. An Analysis in University Students during Confinement

Abstract: The COVID-19 pandemic has changed life for millions of people. The social-emotional consequences of the confinement need to be analysed urgently. This study examines self-perceived resilience and its most important determining factors in a sample of university students facing COVID confinement. The measuring instrument used is the Connor-Davidson Resilience Scale, divided into four factors and applied to a sample of 253 graduate and postgraduate students. Different methods of descriptive statistics and statistical hypothesis testing were used to calculate the results with the statistical program SPSS–22. The results showed generally high levels of resilience among the university students analysed, irrespective of socio-demographic variables. Factor analysis shows resilience to be highest among male students and those over 25. Self-perceived resilience was also higher among students who lived alone or with people other than their parents. Finally, students of the health sciences were more likely to adapt to change, deal with today’s challenges, and think of themselves as people capable of bouncing back after hardship.

¿La educación cambia? Repensando el sentido y finalidad de una escuela para todos

Abstract: In this article, the authors make a reflection on the function and meaning of current school. They analyze the approaches from the significant institutions and pedagogues –UNESCO, Nussbaum, Perrenoud, Robinsson, Morin and Gardner– focusing on the current educational crisis or how educating today. From a capabilities perspective, the authors, they emphasized on the need to educate the person from reality and its context, giving a new approach to educational curriculum from a more inclusive approach. Thus the authors suggest the importance of a humanist education focused on the reality of students, with an educational model that responds to the reality of what school is able to do. An education based on a model that gives importance to formation and not only to instruct. This article also presents conclusions about educational practice as the teacher’s role, the teacher-student relationship, the classroom atmosphere, attention to diversity or methodologies; transversal topics when you need to give new meaning to the act of educating.

PISA: el precio pedagógico de una evaluación internacional

Abstract: This article aims to determine whether the “misuse” of PISA results has adverse impacts on the education system and its teachers. A hermeneutic methodology was employed, which consisted in a reflection on indicators identified from data analysis. The results observed included a continuous improvement among Spanish students in mathematics, science, and reading comprehension in different evaluations from 2006 to 2016, but the research also identified how the education system has changed and adapted based on the needs and requests of PISA, regardless of the needs of the students themselves. In conclusion, this study shows that PISA informs education policy; the media and politicians distort the reality of results while targeting teachers; creativity, innovation, diversity, values education, and capacity building are being left behind; the school curriculum and schedules prioritize certain subjects; and equity is falling apart, leading to social divisions.

El desarrollo de capacidades en la educación. Una cuestión de justicia social

Abstract: El objeto de nuestro articulo es realizar una reflexion en torno al tema de la justicia social y su influencia sobre los recursos y las politicas destinados a la educacion. El desarrollo social valida los derechos humanos y, por tanto, entre muchos, el derecho a la educacion. Sin embargo, no solo reconocemos el derecho al acceso a la educacion ?universalizacion de esta?, sino que, en especial, hacemos referencia al derecho a aprender mediante el desarrollo de una educacion de calidad que de respuesta a las capacidades de cada uno de los ninos y ninas, a su contexto y su realidad particular. Para ello, hemos definido el concepto de justicia social y de educacion y maridado a la luz de la teoria del desarrollo de las capacidades de Martha Nussbaum. Por ultimo, elaboramos un decalogo de principios educativos para lograr una educacion que promueva la justicia social.

Reflexiones y propuestas prácticas para desarrollar la capacidad de resiliencia frente a los conflictos en la escuela

Abstract: This article tries to be a reflection on the role of the school in the face of school conflicts. To this end, we present resilience as a mechanism that the school and the teacher can use to help students develop the capability to deal with conflicts in a proactive and prosocial manner, providing them with coping strategies as well as social and personal skills. This article’s major contribution is its definition of the qualities of a «resilience tutor» and the implementation of a series of practical proposals designed to be used in schools. When the school and the classroom become protective factors pursuing students’ personal and emotional development, a new teaching style and a reassessment of the school curriculum become necessary. This article describes actions that can be taken to promote the development of resilience in children in preparation for conflict situations and as a response mechanism for dealing with life’s difficulties and problems. These actions include: creating a new view of the capacity to teach prosocial behaviours, being aware of children’s reality and the influence of various factors on their development, using a pedagogy of resilience, balancing cognition and emotion, and the ethics of care as a mechanism for peaceful coexistence.

Resilience and COVID-19. An Analysis in University Students during Confinement

Abstract: The COVID-19 pandemic has changed life for millions of people. The social-emotional consequences of the confinement need to be analysed urgently. This study examines self-perceived resilience and its most important determining factors in a sample of university students facing COVID confinement. The measuring instrument used is the Connor-Davidson Resilience Scale, divided into four factors and applied to a sample of 253 graduate and postgraduate students. Different methods of descriptive statistics and statistical hypothesis testing were used to calculate the results with the statistical program SPSS–22. The results showed generally high levels of resilience among the university students analysed, irrespective of socio-demographic variables. Factor analysis shows resilience to be highest among male students and those over 25. Self-perceived resilience was also higher among students who lived alone or with people other than their parents. Finally, students of the health sciences were more likely to adapt to change, deal with today’s challenges, and think of themselves as people capable of bouncing back after hardship.

The Pedagogical Model of Hybrid Teaching: Difficulties of University Students in the Context of COVID-19.

Abstract: The global pandemic caused by COVID-19 has led to changes in many areas, with educational scenarios being affected. In this sense, university education has undergone significant changes owing to the impossibility of following the fully face-to-face mode of teaching. Given this situation, the general objective of this study is to analyze the university educational scenario in the context of COVID-19 and, more specifically, to identify the difficulties perceived by students. Using a mixed quantitative-qualitative methodological approach, an ad hoc questionnaire was designed, and data were collected from a sample of 238 students of the Bachelor's Degree in Teaching during the 2020/2021 academic year. The results obtained have shown that students have experienced numerous difficulties in adapting to the hybrid teaching model. In this sense, it is worth highlighting the decrease in motivation, the feeling of loneliness, technical connection problems, and less interaction with the teaching staff and other students. The degree of satisfaction with the teaching received is also moderate. As a conclusion, it can be stated that the difficulties identified recommend the introduction of actions to improve the application of the teaching model implemented in favor of university excellence.

Estrategias didácticas en el desarrollo del pensamiento crítico en estudiantes de educación básica

Abstract: Objetivo. Evaluar las estrategias didacticas usadas en las sesiones de aprendizaje del area de comunicacion para desarrollar el pensamiento critico en estudiantes de educacion secundaria de instituciones educativas de la jurisdiccion de Ocros. El desarrollo del aprendizaje en el siglo XXI exige que sus estudiantes desarrollen altos niveles de pensamiento y creatividad, utilizando diversas estrategias pedagogicas por parte de la comunidad docente. Metodologia. Se utilizaron los disenos cuantitativo y cualitativo, por lo tanto, este estudio se caracteriza por ser de naturaleza mixta; triangulandose no solo datos, eventos y entrevistas aisladas, sino tambien el analisis y la reflexion pedagogica. Se utilizaron los disenos cuantitativo y cualitativo, los cuales permiten analizar e inferir como los docentes de la provincia de Ocros-Huaraz-Peru desarrollan la gestion del aula. Resultados y conclusion. El pensamiento critico, en sus tres subcategorias: razonamiento, argumentacion y toma de decisiones, permite afirmar que los docentes presentan fuertes debilidades en su proceso de conduccion de los aprendizajes y los estudiantes carecen de herramientas cognitivas que posibiliten realizar una lectura critica