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Raquel Barragán-Sánchez

Bio: Raquel Barragán-Sánchez is an academic researcher from University of Seville. The author has contributed to research in topics: Competence (human resources) & Psychology. The author has an hindex of 4, co-authored 6 publications receiving 73 citations.

Papers
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Journal ArticleDOI
TL;DR: The authors present resultados derivados de un proyecto de investigación de excelencia subvencionado by la Junta de Andalucia, to reconocer indicadores de desigualdad in education.
Abstract: ResumenEste articulo presenta resultados derivados de un proyecto de investigacion de excelencia subvencionado por la Junta de Andalucia El proposito de este articulo es analizar las competencias del profesorado para reconocer indicadores de desigualdad en educacion Para ello, realizamos un estudio descriptivo de tipo encuesta, utilizando una escala de valoracion Participan en el estudio 324 profesores de Andalucia Los resultados muestran que el profesorado tiene mas dificultades para reconocer indicadores relacionados con las politicas de igualdad y el lenguaje no sexista Asimismo, los profesores muestran menos competencias en el reconocimiento de la desigualdad que las profesoras

47 citations

Journal ArticleDOI
TL;DR: In this article, a study of 535 4th year students of the degree in early childhood education at the University of Seville found that the training received by the students was a key element to improve their self-perception of digital competence.
Abstract: The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a pretest–posttest methodology through a cross sectional descriptive study. The sample is made up of 535 4th year students of the Degree in Early Childhood Education at the University of Seville. Descriptive and contrast analyses were performed as well as contrast statistics and effect size. The results show that the training received by the students was a key element to improve self-perception of digital competence. There were statistically significant changes between before and after receiving the training. The changes produced always meant an improvement in the students’ self-perception. In the study of their profiles, relevant changes were also identified. Whereas before training subjects were grouped into newcomer and explorer categories, after training they were grouped into the highest profiles: integrator, expert, and pioneer. For this reason, it is necessary to manage training plans to allow future teachers to position themselves at an expert level.

40 citations

Journal ArticleDOI
TL;DR: The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies.
Abstract: The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

23 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters' in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard).
Abstract: The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

10 citations

Journal ArticleDOI
TL;DR: In this paper, a study was conducted to verify whether the pandemic situation has influenced the digital competence self-perception of students, comparing two groups during the academic years 2019/2020 and 2020/2021, the instrument used is the questionnaire for digital competence "DigCompEdu Check-In" for future teachers.
Abstract: Without having a reaction time, the pandemic has caused an unprecedented transformation in universities around the world, leading to a revolution from structured models anchored in the conception of transmission of training towards a teaching approach-learning saved thanks to the incorporation of technology. This study aims to verify whether the pandemic situation has influenced the digital competence self-perception of students. Comparing two groups during the academic years 2019/2020 and 2020/2021, the instrument used is the questionnaire for digital competence "DigCompEdu Check-In" for future teachers. After the educational intervention, group A (before COVID-19) presented higher self-perceptions of competence than group B (during COVID-19); the pandemic situation caused by COVID-19 has negatively influenced students' self-perception of their digital skills in the pretest in the different dimensions under study. Before receiving the training, the group that did not experience the pandemic enjoyed a higher self-perception of their competencies than the group that experienced the pandemic. The data obtained indicate that the difference exists, and that it is statistically significant, and may be a consequence of the clear relationship between self-perception and the way in which students face reality through their personal and subjective vision.

4 citations


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Book
03 May 2018
TL;DR: The modelos de ecuaciones estructurales llevan ya varias decadas en el arsenal estadistico de los cientificos as discussed by the authors.
Abstract: Los modelos de ecuaciones estructurales llevan ya varias decadas en el arsenal estadistico de los cientificos. Estas tecnicas se deben en buena medida a los esfuerzos de los econometras y los psicometras, quienes de forma independiente desarrollaron los principios y procedimientos basicos de esta metodologia de analisis. Los primeros a traves de la regresion multiple, los segundos mediante los procedimientos de variables latentes. La fusion de ambos esfuerzos ha dado lugar a la metodologia de ecuaciones estructurales. En este trabajo ser presentan nociones basicas sobre modelos de ecuaciones estructurales acompanadas de un ejemplo de aplicacion. Se pretende brindar una guia rapida y sencilla para que el lector luego aborde el tema con mayor profundidad en libros especializados.

124 citations

Journal ArticleDOI
TL;DR: A systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings from 2015-2021 and indicates that most university students and teachers have a basic level of digital competence.
Abstract: In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.

111 citations

Journal ArticleDOI
TL;DR: In this article, the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities was evaluated, and the known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups.
Abstract: We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

56 citations

Journal ArticleDOI
TL;DR: In this article, the authors provide a review on how pedagogical approaches in science, technology, engineering, and mathematics education can be deployed to teach concepts of sustainability and how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam.
Abstract: Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.

37 citations

01 Apr 2013
TL;DR: In this article, the importance and the need of formation on gender issues and training of gender perspective for students of education degrees is discussed. But, the Spanish legislative framework has not had a direct impact on the application of gender mainstreaming in university tuition.
Abstract: This article aims to justify the importance and the need of formation on gender issues and training of gender perspective for students of Education degrees. It reviews the Spanish legislative framework stating that, so far, it has not had a direct impact on the application of gender mainstreaming in university tuition. The implication of teachers and students on the introduction of the gender perspective in their lessons continues depending on their goodwill and sensitivity

28 citations