REDU. Revista de Docencia Universitaria - Vol 22, No 1 (2024)
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Tabla de contenidos
Artículos
- Percepciones de los formadores de profesorado universitario sobre la enseñanza de la reflexión
- Los grados de Geografía en las universidades españolas ante un futuro con condicionantes heredados no resueltos
- Clases dentro de las clases: Innovación docente para el alumnado del Máster en Formación del Profesorado de matemáticas
- Las prácticas curriculares como factor de mejora de las competencias para el empleo
- Desarrollo emocional y formación inicial docente: aproximación al trabajo de las emociones desde la docencia universitaria
- La utilidad metodológica de Wooclap: un estudio sobre la motivación y participación estudiantil universitaria
- Implicarse en el aprendizaje a través de la personalización. La perspectiva del alumnado de formación inicial del profesorado
- Perfil emprendedor en estudiantes universitarios de modalidad a distancia. Actitud hacia el emprendimiento y competencias emprendedoras como variables predictoras de la intención emprendedora
- Introducción del Aprendizaje Basado en Proyectos en el proceso de práctica profesional de la carrera de Trabajo Social
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- PublicationIntroducción del Aprendizaje Basado en Proyectos en el proceso de práctica profesional de la carrera de Trabajo Social.(Universitat Politècnica de València, 2024-06-30) Guzmán, Daniela; Villarroel López, Jose; Fernández Muñoz, Adriana[EN] The current requirements of the professional training show a change in the process of teaching-learning and the need to have methodological tools in accordance to the 21st century skills. Within the constructivist model of learning, model adopted by the University of Atacama, one of the techniques applied for professional training is the project based approach, mainly for its didactic, applied and experiential characteristic. The results from an analysis of coherence between the formative proposal of the Social Work program from the University of Atacama are shown in this article. Specifically in the professional practice and the Project Based Learning approach which has been developing since 2019. Through a documental and scientific revision, the theoretical-conceptual components which ground a virtuous relation between the processes of professional practices and the project based approach are sought to acknowledge. A tacit coherence which enhances the formative propose of the program, which are the three elements that are overlapped in the development of the professional practice is evident. The elements are: graduate profile, with a transformative counseling; the PBL approach, part of the active methodologies; and the professional practice instance, as a final instance of the program. However, it is necessary for this encounter to be crossed by a clear and permanent intentionality.
- PublicationPerfil emprendedor en estudiantes universitarios de modalidad a distancia. Actitud hacia el emprendimiento y competencias emprendedoras como variables predictoras de la intención emprendedora(Universitat Politècnica de València, 2024-06-30) Rubio Hernández, Francisco José; Lisbona Bañuelos, Ana María; Bernabé Castaño, Miguel; Universidad Nacional de Educación a Distancia; Banco Santander[EN] The assessment of the entrepreneurial intentions and skills of distance learning students has not been given much consideration, so the GUESSS questionnaire was applied to 2458 students at the National University of Distance Education. The objectives were: a) to describe entrepreneurial intentions and competences, experiences in entrepreneurship and the valuation of the university as an entrepreneurial ecosystem; b) to detect groupings with respect to the entrepreneurial profile; c) to identify influential variables of entrepreneurial intention. Quantitative, non-experimental, cross-sectional survey research was conducted. Multivariate cluster and multiple linear regression analyses, Mann- Whitney U-tests, Kruskal-Wallis H-tests and Spearman s coefficient were implemented. Entrepreneurial intention was relatively low and entrepreneurial skills were significantly developed. They rated the university favourably as an entrepreneurial ecosystem, requiring improvements in terms of entrepreneurship promotion. Two clusters of students were identified: high/low entrepreneurial potential. The variable that best predicted entrepreneurial intention was attitude; the weight of entrepreneurial competences was not negligible. Perceived behavioural control and subjective norms did not show a strong relationship. The predictive model showed high explanatory power. Since entrepreneurship education helps to improve entrepreneurial skills and intentions, knowing the psychosocial antecedents that lead subjects to become entrepreneurs can contribute to the design of more realistic and feasible training programmes for entrepreneurship, adapted to different student profiles.
- PublicationImplicarse en el aprendizaje a través de la personalización. La perspectiva del alumnado de formación inicial del profesorado(Universitat Politècnica de València, 2024-06-30) Ginesta Fontserè, Anna; Rochera Villach, Maria José; Colomina Álvarez, Rosa; Remesal Ortiz, Ana; Universitat de Barcelona[EN] Training competent learners capable of acting in complex situations is a challenge of current university teaching. In response to this challenge, teaching methodologies that promote more active learners engagement and a greater capacity for self-regulation of their learning have increased, such as the use of personalised learning strategies. In this work, we present a research that adopts a mixed methodological approach with quantitative predominance, whose objective is to investigate the Educational Psychology students perspective of Initial Teacher Training regarding an experience of teaching innovation aimed at reinforcing students sense-making and engagement with their learning. A questionnaire was designed with open and closed questions that a total of 274 students answered. This article presents the basic descriptive analysis of the quantitative data from the questionnaire. The results indicate high students engagement and show different evaluations of the personalised learning strategies contemplated in the innovation, being especially valued: the possibility of choosing the format to demonstrate learning outcomes, the analysis of real situations of professional teaching practice and reflection on the executive aspects of the learning process carried out. The conclusions highlight the importance of integrating educational research as an integral part of improving teaching and learning processes and the need to consider the students perspective to design formative training environments to be able to generate students sensemaking and engagement.
- PublicationLa utilidad metodológica de Wooclap: un estudio sobre la motivación y participación estudiantil universitaria(Universitat Politècnica de València, 2024-06-30) Soto Martínez, Gloria; Sánchez-López, Cristina; Martínez-Saura, Helena-Fuensanta[EN] Currently, there is scientific evidence that the use of technological tools increases the motivation of students before the task to be developed, showing greater interest in them. Therefore, this study is based on the need to find resources to capture and motivate students in their teaching-learning process. Therefore, the aim of the study was to analyze from the students point of view the degree of employability (usefulness, interest and motivation) of the Wooclap tool in a university education context according to gender, age and degree of the students. A quantitative study was carried out with a sample of 275 university students of the Bachelor s Degrees in Early Childhood Education (EI), Primary Education (EP), Social Education (ES), Double Degree in Early Childhood and Primary Education (PCEO_IyP), Double Degree with Specific Itinerary of Primary Education with Mention in Physical Education and Bachelor s Degree in Physical Activity and Sport Sciences (PCEO_PyEF) and Social Education (ES). Using a 15-item questionnaire conducted through the Google Form platform, designed to assess the different fields on the employability of the digital tool Wooclap. The results show that female students, younger students and those belonging to the Joint Programming of official studies of Early Childhood and Primary Education value more positively the usefulness of the Wooclap tool. In conclusion, these findings highlight the need to incorporate this type of technological resources in the teaching-learning process at the university level.
- PublicationDesarrollo emocional y formación inicial docente: aproximación al trabajo de las emociones desde la docencia universitaria(Universitat Politècnica de València, 2024-06-30) Martín García, María Inés; García-Perales, Ramón; Palomares-Ruiz, Ascensión; Cebrián-Martínez, Antonio; Universidad de Castilla-La Mancha[EN] Teachers are professional experts in continuous evolution. Therefore, it is crucial to evaluate their preparation from the beginning of their professional career, which is why the analysis of their initial training is essential with a view to adjusting educational processes to new historical and social demands. In this research, we focus on emotional intelligence as a key element to consider in university teaching. Thus, by analyzing the teaching guides of the Teacher Degrees in Early Childhood Education and Primary Education of the University of Castilla-La Mancha (UCLM), we have attempted to analyze how emotional intelligence is included in teaching planning. For this purpose, an expert analysis has been carried out with 15 participants and the Verified Reports of the Master's Degree at UCLM have also been reviewed. All of this has allowed us to establish the connection between the skills required in the Master's Degree and the emotional aspects. Also, it has been possible to identify the areas and specialties that are more and less related to emotional intelligence, organizing them into categories and groups. Finally, a plan for action is proposed in accordance with current educational laws since, in conclusion, the need to make some adjustments in the training of teachers with regard to emotional intelligence is evident.