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Miguel Jesús Bascón Díaz

Bio: Miguel Jesús Bascón Díaz is an academic researcher from University of Seville. The author has contributed to research in topics: Mental health & Psychosocial. The author has an hindex of 6, co-authored 19 publications receiving 110 citations.

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Journal Article
TL;DR: In this paper, the authors explain the close relation existing between quality of university education and pedagogical training of the teaching staff, taking into account that university teaching requires expert training and permanent pedagographic training, and consider it to be a priority that among institutional policies for quality assurance, those which promote professors? professional development throughout their careers.
Abstract: espanolEl proposito de este trabajo es justificar la estrecha relacion que existe entre calidad de la ensenanza universitaria y la formacion pedagogica del profesorado. Asumiendo que el ejercicio de la docencia universitaria requiere una formacion especializada y un entrenamiento permanente de caracter pedagogico, consideramos prioritario que, entre las politicas instituciones para el aseguramiento de la calidad, se potencien aquellas que promueven el desarrollo profesional del docente a lo largo de su carrera. Ahora bien, este objetivo no sera posible mientras no se efectue una profunda revision del concepto de "excelencia academica" y exista un serio "compromiso" de los responsables academicos con la mejora de la funcion docente. Por ello, dado que en este momento las universidades deben desarrollar su marco legal y estatutario a consecuencia de la implantacion de la LOU, sugerimos algunas de las propuestas orientadas a potenciar la formacion pedagogica y el desarrollo profesional del profesorado como una estrategia fundamental para la mejora de la calidad de la ensenanza EnglishThe aim of this work is to explain the close relation existing between quality of university education and pedagogical training of the teaching staff. Taking into account that university teaching requires expert training and permanent pedagogical training, we consider it to be a priority that among institutional policies for quality assurance, those which promote professors? professional development throughout their careers should be fostered. However, this objective will not be achieved until we make a deep revision of the concept of "academic excellence" and until there be a serious "commitment" on the part of academic heads to improve the teaching function. Therefore, given the fact that universities should now develop their legal and statutory framework, as a consequence of LOU implementation, we present some proposals led to the promotion of pedagogical training and professional development of the teaching staff, as a central strategy to improve the quality of education

43 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe and analyze a variety of best co-educational practices carry out in different scholar context in Andalusia and present a system of indicators that was useful to the analysis of best Co-Equal Opportunities practices.
Abstract: This paper shows the results derived from a research project subsidized by the Andalusia Government in public call (BOJA 11/04/2007) aimed at designing virtual resources for coeducation and at analyzing good practices for coeducation. The aim of this paper is to describe and analyze a variety of best coeducational practices carry out in different scholar context in Andalusia. Furthermore, it is intend to present a system of indicators that was useful to the analysis of best coeducational practices. For that, we use a qualitative methodology of ethnographic type, applying interviews, group discussions and observation. That methodology is based on theoretical proposal of Doing Gender (Crawford and Chaffin, 1997) and in contributions about best practices analysis (Epper y Bates, 2004; Escudero, 2009). We analyze 8 coeducational practices developed in each school in Andalusia. The results show a rich variety of educational practices linked to main themes of the Plan for Equal Opportunities between men and women in Education of Andalusia expressing in varied contents (sexuality, language, co-responsibility…) as well as diverse social and educational environment. In depth analysis reveals us two factors of special relevance for the success and sustainability of practices: positive attitude and involvement of the educational community (teachers, parents, and administrators of school) and synergy between school and others institutions of the social environment in join activities. Therefore, these findings allow us to emphasize the key role that the Plan for Equal Opportunities between men and women is playing in Andalusia to promote best practices through the teachers in charge of coeducation in schools as encouraging of them. On the other hand, we highlight as factors that conditioning the developing and sustainability of practices throughout time: coordination between educational stages and cycles, to further this work, staff’s stability and coordinated work within educational community.

19 citations

01 Apr 2013
TL;DR: In this article, a trabajo se plantea en el marco del proyecto Teon XXI sobre uso de las TIC aplicadas a la co-educación.
Abstract: Resumen: Este trabajo se plantea en el marco del proyecto Teon XXI sobre uso de las TIC aplicadas a la coeducacion. En este contexto nuestro objetivo es la elaboracion de una escala observacional para evaluar buenas practicas coeducativas, que sirva de complemento a las metodologias cualitativas habitualmente utilizadas. El instrumento se compone de cinco criterios o indicadores de calidad (eficacia, efecto transformador, sostenibilidad, legitimidad, replicabilidad) definidos en base a conceptos clave que articulan una graduacion a intervalos oscilante entre 0 y 4. Los resultados de la aplicacion por cuatro jueces a diez practicas seleccionadas de centros escolares andaluces por su relevancia coeducativa mostraron su adecuada fiabilidad. Concluimos la conveniencia del proceso mismo de construccion de este tipo de escalas como vehiculo para la reflexion sobre el concepto de buena practica, dada su multidimensionalidad y complejidad de definicion. Asimismo, se recomienda el analisis desagregado de los distintos criterios para su evaluacion. Palabras clave: buena practica, coeducacion, criterios e indicadores de calidad, escala.

8 citations


Cited by
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Journal ArticleDOI
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

2,824 citations

01 Jan 1998
TL;DR: The authors presenta una obra de obligada lrctura for aquellos que ejercen su labor docente o se preparan para ella a las puertas del proximo millennio.
Abstract: El articulo ofreece una presentacion comentada del Informe presentado a la UNESCO por la Comision lnternacional sobre la Educacion para el siglo XXI, presidida por Jacques Delors. Se trata de una obra de obligada lrctura para aquellos que ejercen su labor docente o se preparan para ella a las puertas del proximo milenio.

869 citations

01 Jan 1995
TL;DR: The Search for a Women's Language The Assertiveness Bandwagon Two Sexes, Two Cultures On Conversational Humor Toward a Feminist Theory of Gender and Communication.
Abstract: Talk across the Gender Gap The Search for a Women's Language The Assertiveness Bandwagon Two Sexes, Two Cultures On Conversational Humor Toward a Feminist Theory of Gender and Communication

273 citations

DissertationDOI
02 Feb 2018
TL;DR: In this paper, the lack of procedural and extra procedural measures necessary to eradicate gender violence and cyberbullying suffered by the minor in social networks and the internet, and thus avoid its constant revictimization through new technologies.
Abstract: espanolLa tesis doctoral trata sobre la falta de medidas procesales y extra procesales necesarias para conseguir erradicar la violencia de genero y ciberacoso sufrido por la menor en las redes sociales e internet y, asi evitar su revictimizacion constante a traves de las nuevas tecnologias. Tambien, se requiere mejorar el tratamiento procesal dispensado a las victimas de violencia de genero en la legislacion de menores. Se precisa invertir en investigacion I+D, corregulacion y regular el derecho al olvido para que deje de ser un argot juridico y se puedan proteger los datos personales de la menor victima y sus derechos fundamentales vulnerados. EnglishThe doctoral thesis deals with the lack of procedural and extra procedural measures necessary to eradicate gender violence and cyberbullying suffered by the minor in social networks and the internet, and thus avoid its constant revictimization through new technologies. Also, it is necessary to improve the procedural treatment dispensed to victims of gender violence in juvenile legislation. It is necessary to invest in I + D research, coregulation and regulate the right to be forgotten so that it ceases to be a legal jargon and the personal data of the minor victim and their violated fundamental rights can be protected.

99 citations

Journal Article
TL;DR: In this article, a sample of 277 teachers in the University of Girona completed a survey on the incorporation of generic competencies into university education within the framework of the European space for higher education.
Abstract: Perceptions of the teaching staff in view of the incorporation of generic competencies into university education What are the mindsets of teachers regarding the incorporation of generic competencies into university education within the framework of the European space for higher education? After clarifying the concept of competency and generic competencies, we selected a reference set of ten generic competencies and delimited the possible ways or strategies of intervention.A sample of 277 teachers in the University of Girona completed

79 citations