Showing papers in "Revista Electronic@ Educare in 2019"

La gestión del conocimiento: Una alternativa para la solución de problemas educacionales

Abstract: This article aims to examine the way in which knowledge management helps to solve educational problems in the current global economy. The method employed was structured from an epistemological-documental analysis of successful educative models and the identification of relevant areas of change in high education institutions (HEI). As a result, it can be said that better codifications, curricula, and educational structures can be obtained thanks to knowledge management. In brief, through adequate knowledge management, faculties and departments at HEI have ample opportunities for development in interdisciplinary research projects. Besides, knowledge management helps to reduce costs, have new services for the students, and achieve teaching styles, as well as implement consultancies and personalized learning.

Análisis del síndrome de burnout en docentes de educación infantil, primaria y secundaria para su prevención y tratamiento

Abstract: This article presents the results of a research project based on various aspects of the burnout syndrome and its incidence in teachers of preschool, middle school, and high school from Seville province (Spain). The main goal of the study is to analyze the level of burnout that teachers experience both at a general level and when considering different variables according to age, experience, type of educational center and educational stage. A quantitative methodology was implemented, and the study sample was composed of 1890 teachers, to whom the CBP-R Burnout scale questionnaire was applied. Sierra’s (1987) criteria were used to select the sample; a high-reliability index close to +/- 2% margin of error was obtained. For the data analysis and the treatment of the obtained results, variables such as emotional exhaustion, depersonalization and lack of realization were taken into consideration, as well as variables according to age, experience, type of educational center and educational level. Among the main findings, we highlight that 11.6% of teachers surveyed have a high level of general burnout. In terms of emotional exhaustion, 74% of them obtained a score within the burnout average level, and especially highlighted the emotional cost of the education profession and the harshness of the post-holiday syndrome. About the depersonalization, 83% also obtained a score within the average level; everything seems to indicate that the teachers surveyed suffer from an extraordinary form of stress at their jobs. At last, in terms of the lack of realization in their profession, 86.2% of the teachers surveyed obtained an average burnout level; we can appreciate that there is a high satisfaction doing their jobs and with their professional vocation too.

Creating Space for Visual Ethnography in Educational Research

Abstract: This article maps the territory of visual ethnography as a key and accessible research methodology in education. It aims to provide an overview and to present theory and practice for future research. The origins and principles of visual ethnography are disclosed as well as some methods to gather data. From the premise that either created by the researcher, by the participants, or through collaboration between both, images may be the core of analysis of social and cultural views and perceptions of students, educators, administrators and community members. The author addresses ethical issues like confidentiality, and highlights possible biases like authenticity, negotiated construction, trustworthiness, and deception of information. The main conclusions highlighted the importance of visual ethnography as a key methodology to elicit rich data that access students’ voices, the space for participatory techniques, and the role of technology as an undeniable participant.

Experiencia universitaria innovadora sobre didáctica de la motricidad infantil: De las aulas universitarias a las aulas de Educación Infantil

Abstract: espanolLa relacion entre universidad y aulas de Educacion Infantil parece concentrarse durante el Practicum, y queda en el olvido una posible interrelacion del curriculo universitario con la realidad educativa en otras oportunidades de la formacion universitaria. El objetivo del estudio fue el analisis de la implementacion de una experiencia innovadora en el grado de Maestra o Maestro en Educacion Infantil, mediante la participacion de docentes de Educacion Infantil, estudiantes y profesorado universitario. El estudiantado universitario fue dotado de un corpus teorico relativo a las principales perspectivas curriculares sobre la motricidad infantil, en el marco de la asignatura Didactica de la Educacion Fisica de la Educacion Infantil (Universitat de Valencia, 2017a), complementada con formacion practica en movimiento musical. Se concertaron visitas a centros escolares para observar y reflexionar en relacion con las sesiones de psicomotricidad en pequenos grupos. Las estudiantes elaboraron un documento de observacion y reflexion en el que relacionaron los contenidos de las aulas universitarias con la experiencia en las aulas de psicomotricidad. Se destaca que la forma en que la maestra facilita la interaccion mediante el uso de materiales, la atencion a los contenidos referentes a las perspectivas teoricas, y la relacion de conocimientos teoricos sobre la estructura de la sesion fueron algunas de las conclusiones elaboradas por el estudiantado. Se demuestra la necesidad de continuar innovando para acercar las aulas universitarias a los contextos educativos reales de las aulas de educacion infantil. Finalmente, las visitas a los centros escolares para la observacion y reflexion de sesiones de psicomotricidad infantil pueden favorecer la formacion del profesorado en Educacion Infantil. portuguesA relacao entre as salas de aula da universidade e as da educacao infantil parece estar concentrada durante o Practicum, esquecendo-se da possivel inter-relacao do curriculo universitario com a realidade educacional como outras oportunidades da formacao universitaria. O objetivo dessa pesquisa foi analisar a implementacao de uma experiencia inovadora no curso de pedagogia para Educacao Infantil, atraves da participacao de professores de educacao infantil, estudantes e docentes universitarios. O grupo de e estudantes universitarios foi dotado de um corpo teorico sobre as principais perspectivas curriculares relacionadas com habilidades motoras infantis, no âmbito da pedagogia para a Educacao Fisica e a Educacao Infantil (Universitat de Valencia, 2017a), complementado pela formacao pratica em movimento musical. Foram feitas visitas as escolas para observar e refletir sobre as sessoes de psicomotricidade em pequenos grupos. Os alunos elaboraram um documento de observacao e reflexao que relacionavam os conteudos das salas de aula universitarias com a experiencia nas salas de aula de psicomotricidade. A forma como a pessoa docente facilita a interacao por meio do uso de materiais, a atencao aos conteudos referentes as perspectivas teoricas e a relacao dos conhecimentos teoricos sobre a estrutura da sessao foram algumas das conclusoes elaboradas pelo grupo de estudantes. Isso demonstra a necessidade de continuar inovando para aproximar as salas de aula das universidades dos contextos educacionais reais de educacao infantil. Finalmente, as visitas as escolas para observacao e reflexao das sessoes de psicomotricidade infantil podem favorecer a formacao de professores para educacao infantil. EnglishThe relationship between the university and early childhood classrooms seems to be the main focus during the practicum, leaving behind a possible interrelation between the university curriculum and the reality of education. The aim of the study was the analysis, evaluation, creation, and implementation of an experience focused on the didactics of child motor skills, through the participation of early childhood education teachers, university students, and university teachers. First, the students received a theoretical corpus on the main curricular perspectives of didactics of movement, from an innovative experience that unites psychomotor classes at Valencian schools with the subject Teaching of Physical Education of Early Childhood Education (Universitat de Valencia, 2017a), complemented with practical training in musical movement. After, the university students elaborated a report on their reflection and observations. In this document, they related the theoretical and practical knowledge from the university classroom with the psychomotricity experience in classrooms. One of the conclusions drawn was about how the teacher facilitates the interaction through the use of materials, the attention of the contents of theoretical perspectives, and the relation to the theoretical knowledge of the structure of the session; this conclusion was drawn from attending to the categories contextualized. We demonstrated the importance of innovating continuously; on the one hand, innovation is important to bring the university classrooms closer to the real education contexts of the early childhood education classrooms, and, on the other, to promote the teaching education process of early childhood education teachers.

Caracterización de prácticas pedagógicas de personal docente adscrito a liceos del programa de acompañamiento y acceso efectivo a la educación superior (PACE)

Abstract: El programa de Acompanamiento y Acceso Efectivo a la Educacion Superior (PACE) tiene como objetivo final entregar una oportunidad de continuidad de estudios a nivel superior para estudiantes que asisten a establecimientos educacionales con altos indices de vulnerabilidad social. El PACE esta disenado para trabajar desde tercer ano de ensenanza media con el objetivo de entregar orientacion vocacional y apoyar la formacion academica. Este estudio describe los resultados de un diagnostico sobre practicas pedagogicas en el area de lenguaje y comunicacion y matematicas, desarrollado en 15 liceos de la region del Biobio, Chile. Se realizaron observaciones de clase a 58 docentes con el objetivo de caracterizar la practicas pedagogicas. Los resultados fueros utilizados para trabajar con cada docente en la implementacion de nuevas metodologias de ensenanza acordadas entre el equipo de Preparacion y Acompanamiento Docente del PACE UCSC y cada docente de aula.