Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

competencies. Training, satisfaction and collaboration This paper aims to conduct an exploratory study about pre-school and primary school principals regarding the importance of their assigned competencies, their initial and on-going training concerning their duties, their satisfaction in their position and the collaboration and assessment they receive from the educational administration and community. To this end we have drawn up a protocol with an adequate reliability rate and we have sent it by email to a sample of principals from every community of Spain. 807 principals have answered judging their competencies as important and understanding that their duties are important for the running of the school and the quality of the education. They esteem that the support they receive from the educational administration is acceptable and its collaboration can be improved, they think the support and collaboration from teachers and families are correct. The initial training of the principals could be improved and their ongoing training programs could be redesigned according to their needs. A professional career should be established and their remuneration should be improved.

In the article the results of an exploratory study regarding tutoring in graduate of the National Pedagogic University (UPN) are described. Four levels of analysis (discursive, regulatory, operational and daily), which identify the scope and challenges of mentoring teachers in educational development formation of used. Among the results highlight the identification of inconsistencies between the discursive, regulatory, operational and daily levels of mentoring. The existence of contradictory discourses are identified, with a lack of support and recognition of mentoring; no definition of the tutor profile; confusion between the notions of tutor and advisor; and lack of mechanisms for training to perform their tasks tutor. As for the conclusions tutoring is identified as a key factor to potentiate the learning of students; however, attention to the aspect of school performance is limited.

This paper studies the orientation of the moral activity of normalists in Mexico. The objective is to analyze the perception of the incidence of attitudes linked to the development of values in future teachers in Michoacan (Mexico). A descriptive-inferential study was conducted cross-sectionally with a sample of 287 student teachers, providing an assurance of validity and reliability to the instrument. The research showed the close link between action, attitudes and values. The results reveal the sense of commitment and need to welcome children defined by the ethical reality determined by the present social vanguard. There are significant differences based on age about the importance of creativity, accompaniment to students or commitments that define the ethical sense. It concludes on the relevant role of the attitude as a reinforcement of the use of the teaching moral judgment as well as the need to strengthen the recognition of the social and ethical role of educators.

This work presents two resources used to turn our screen into a whiteboard and thus transmit the knowledge to our students once the face-to-face teaching activity is suspended due to the coronavirus. The first resource, applied with a group of college students, consists of sharing the screens of the computer and Tablet, writing with a pencil on the latter as if it were a blank folio. The second resource, has been applied to a group of university students, using the methodology of flipped classroom, videos are recorded explaining the concepts and classes through platform Teams are devoted to review, resolve doubts, and perform exercises. Students from both groups have completed a satisfaction questionnaire whose results confirm that their degree of satisfaction with the proposed methodologies is very high. It has helped them to learn and master the subject, and teacher explanations have seemed them clear and orderly. Some students feel nervous and consider that it is not fun to take an online course. In addition, there are no significant differences between the responses of both groups, valuing both methods in a very similar way.

During the last months, education has been affected by a series of sudden changes due to the Covid-19 pandemic, such as going from face-to-face to virtual teaching, which has been a great challenge for those who were not prepared in this scope. The above situation has led teacher training programs to adapt on the fly and to prepare various study materials trying to carry out a process like that carried out in person. However, this has caused an overload of work for both students and teachers, both seeing the need of use self-regulation tools that help them with the organization and planning of their classes. In this article, we show, on the one hand, the reflection of a teacher in charge of the training of Primary Education teachers in the current context, and on the other hand, we propose a series of practices that allow to promote self-regulated learning of mathematics.

Introduction. The Problem-solving before Instruction Approach (PS-I) was applied to the teaching of attentional models in the subject of Psychology of Attention. The approach responded to the need of adapting to the online classes during the confinement generated by the health crisis. This pedagogical approach makes students participate in the learning process, especially complicated within the teaching of selective attention models. Methodology. Before the instruction about models of attention, from the moodle of the course students were asked to solve a problem in which they had to invent their own models of attention. At the end of this activity, students were asked to report the emotions they had experienced during it. Their level of participation and their performance in the activity were also evaluated. Results. Students showed a remarkably high participation, as well as quality and variety in the solutions provided to the problem. Most showed a mature use of specific terminology. Conclusions. The PS-I promoted a good understanding of the subject and a high involvement of students in the learning process, enriching the format of non-face-to-face teaching.

This article describes a proposal for applied teaching innovation in the History of IberoAmerican Art subject of the History of Art degree at the University of Oviedo during the period of confinement. The project was based on the use of geolocalization technology present in mobile devices, for the creation of personal maps with the identification of locations that relate the geographical space of Latin America, the contents taught in the subject and the experiences and particularities of each student. The activity, which was conceived to be carried out remotely and enhanced by m-learning, became an indispensable practice due to the forced and urgent need to adapt all teaching to the non-attendance mode. Finally, in addition to enhancing the initial objectives of construction and assimilation of learning, the project managed to establish ties of presence among students, in a scenario of fracture of real contacts.

This article describes the teaching process experienced in a university subject in the face of the unprecedented crisis caused by the COVID-19. It analyses in detail the process of adapting teaching to a non-attendance format at the beginning of the confinement period in March 2020, when practically overnight a change from attendance-based teaching to virtual teaching was required, following a personalised and active approach. In this case, during the first days, data and student opinions were collected by means of a questionnaire to allow for the adaptation of distance teaching to all students. This contribution firstly includes the results of an initial questionnaire, on which the modifications followed for distance teaching were based. Next, it describes the model adopted, the changes in evaluation and some experiences during the course of teaching. The effectiveness of the model followed is also analysed through the results of a follow-up questionnaire that was passed on when teaching and evaluation were completed. Finally, a series of conclusions and reflections on this experience are offered.

The COVID-19 health crisis has caused the transformation an adaptation of face-to-face teaching in distance learning. This text is born from the reflection on the experience of the subject “Early Learning of Foreign Language: English” of the “Duques de Soria” Campus of the University of Valladolid. Thus, the objectives such as the propmotion of creativity and lucdic learning (which is both ‘ludic’ and ‘lucid’) were set and practical works such as Microteaching at Home were developed, microteaching activities that instead of being carried out at university classroom with the participation of other colleagues, are carried out in the domestic environment. The results of these activities have been positive, noting that the students had worked on the contents of the subject and had creatively developed the materials, activities, storytelling techniques, etc.

In this paper we address the issue of how the Covid-19 lockdown experience is impacting on Mathematics teaching and learning processes. This unexpected situation forced the deconstruction of teaching practices and our research is an attempt to understand how mathematics practices of Long-Distance Learning during lockdown were being shaped, and what role this period and the related studies could have for future practices. The main aim of the study, framed by Grounded Theory approach, is to shape the dimensions of the deconstruction process caused by the use of digital technologies in order to both understand the Long Distance Learning emergency period and to encounter the post Covid-19 needs related to mathematics education in a more structured way.