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

The interest that Service-Learning is having in the framework of HigherEducation encourages verification of its effects on university education. Forthis purpose, we need rigorous and reliable tools that help us measure theimpact of these training proposals from a comprehensive approach. Thisarticle describes the process for the design and validation of an instrumentthat allows us to assess the evaluation of the perception of universitystudents regarding Service-Learning in Physical Activity and Sport and howthey contribute to their learning. For the construction of the instrument, abibliographic review was carried out related to the proposed objective. Forvalidation, 200 students from five Spanish universities who had participatedduring the 2017/2018 and 2018/2019 courses in some experience of Service-Learning in Physical Activity with groups at a disadvantage were included.Content validation was developed by six experts. A confirmatory factoranalysis was carried out to assess the theoretical dimension structureproposed for the scale and the internal consistency of the global scale andeach of its dimensions was checked. The results confirm the adequacy ofthe chosen structural model (RMSEA = .08) and the reliability of the scale(α = .95) and of each of its dimensions (α between .68 and .86). It is concludedthat the scale is valid for measuring students’ perception of participation inUniversity Service-Learning experiences and their contribution to learningand personal and social development. In addition, it will allow us to objectifyand validate the specific effects that this pedagogical approach has in itseducational, professional, personal and community aspect.

Introduction: Despite government commitments to promote equality,gender mainstreaming (GM) in initial teacher preparation is still absent fromcurricula and thinking of the faculties of education. This little attention tothe principle of equality represents a real barrier to achieve the SustainableDevelopment Goals (United Nations, 2015) and to develop and promote agender-sensitive education. The purpose of this study was to explore thedegree of implementation of the gender approach in initial teacher trainingfrom the student teacher’s perspective. Method: The Sensitive Assessmentof Gender Equality Training (SAGET) scale was designed and validated,and then administered to 601 undergraduate and graduate student teachers(72% women and 28% male), mean age 24.31 years, from a Spanish publicuniversity. Results: Data revealed that (1) the SAGET is a valid and adequateinstrument to measure the implementation status of gender mainstreamingin initial teacher education, and (2) that participants perceive neutralityand institutional indifference when implementing the gender approach inteaching; however, although they consider gender preparation necessaryand very important for their education, they show a low and unrealisticperception of awareness of gender inequalities associated to the processof teaching and learning. Statistically significant differences were foundin participant responses depending on degree and gender. Discussion: Theresults support the utility of the SAGET for its use as an indicator of gendermainstreaming in university teaching as well as a suitable instrumentto identify areas of need and assess the impact of future actions andinterventions.

Basic education has several priorities such as achieving better levels of reading, calculation and coexistence in the students; transforming pedagogical practices traditionally based on oral presentations and content learning; building better coexistence and inclusion in the school environment; improving security conditions; and ensuring that schools operate on a regular basis, among others. However, there are no rubrics to evaluate the director’s management regarding these priorities in basic education, although it is well known that rubrics are tools that allow accurate verification of achievements and definition of improvement needs. The purpose of the present study was to design and validate an analytical rubric that might be used by principals in order to self-evaluate their practices and establish improvement actions that benefit learning in basic education schools. The instrument was evaluated by 10 judges. Aiken’s V values higher than 0.75 were obtained in relevance, writing and satisfaction with the instrument. Then, the rubric was applied to a group of 645 principals of basic education schools and there was agreement that every item is satisfactory and has the relevance and clarity needed to be used to help improve principal’ management. Then, a factor analysis was carried out and a single factor was found, in accordance with what was expected at the theoretical level. Finally, it was established that the rubric has a reliability of 0.877. It is concluded that the rubric for self-assessment of management practices has adequate levels of content validity, construct validity and reliability.

We present a research project which has been carried out within theframework of a pioneering program that has been developed in recentyears at the University of Seville, the aim of which is to understand theparticipants’ conceptions of their teaching in order to make them evolvetowards a model centred on learning. In this article we approach a study ofthe conceptions of the discipline itself and of the learning that teachers have,as well as on their beliefs linked to the construction of their professionalteaching identity before starting the training program. We have used anopen-ended questionnaire and these have been coded using a system ofcategories with a progression hypothesis of 3 values. The results show a clearpredominance of information units with a lower level of complexity, whereteachers preferably identify with their work as researchers and considerteaching to be an academic obligation. At the same time, their conceptionof teaching focuses on teaching and places little value on the participationof students in the learning process. As for the conception of the disciplineitself, we find evidence of an absolutist and static conception of scientificknowledge without social implications. Along with this, more evolved unitsof information appear, which reveal the possibility of transitions to morecomplex conceptions. The conclusions of the study show us possible anduseful ways to guide training itineraries for university teachers.

The aim of the present paper was to analyse the role of learningapproaches and future time perspective in the academic persistence of firstyearuniversity students. The sample comprised 453 first-year undergraduatestudents from the University of Seville (Spain). To measure the students’probability of persistence, the three significant predictors of the CollegePersistence Questionnaire were employed. Also, the Revised Two FactorStudy Process Questionnaire and the Time Perspective Inventory were usedto measure the students’ learning approaches and future time perspectiverespectively. A hierarchical cluster analysis allowed the identification of twogroups of students with high and low probability of persistence. A sequentiallogistic regression analysis was performed to assess the contribution of theapproaches to learning and future time perspective in order to explain students’academic persistence. Our results showed that both constructs are significantpredictors of persistence in university students. Students with a deep approachand with a positive vision of their future are more likely to persist thanthose with a surface approach. Bearing in mind the possibility of provokingmodifications in students’ learning approaches, our findings revealed therelevance of using teaching methodologies that prompt students to employdeep learning approaches in order to prevent university student dropout.

reciente implantación en los estudios superiores, independientemente de las materias o áreas de las que se trate. Esto ha conllevado una falta de formación específica del profesorado universitario para atender demandas del alumnado. El objetivo de este trabajo fue validar la escala denominada POTAE-17, cuya finalidad es la de medir y valorar la práctica orientadora y tutorial en el alumnado y egresados universitarios. La muestra representativa, siguiendo un sistema de muestreo aleatorio proporcional, estuvo compuesta por 4003 estudiantes matriculados en 2º y 4º curso de las 24 titulaciones comunes en las universidades españolas de Granada y Jaén, máster y doctorado (35,22% hombres; 64,77% mujeres). A la misma se suman las otras instituciones participantes en el estudio general, Instituto Politécnico de Coímbra (Portugal) y Queen Mary University of London (Reino Unido), si bien los sujetos que aportan no presentan proporcionalidad al no haber coincidencia de estudios en estos países. Para el análisis de los datos se utilizó el paquete R Project for Statistical Computing y Lavaan de R. La escala POTAE-17 reflejó una estructura de 4 factores (orientación académica, orientación personal, orientación profesional, y orientación y TIC), mostrando la multidimensionalidad de la escala y una adecuada fiabilidad y validez. Estos resultados se apoyan en la necesidad de disponer de una medida que sea útil para el profesorado y alumnado en el ámbito de la orientación y la tutoría en el contexto universitario y, por ende, de fomentar la formación en acciones orientadoras universitarias.

The treatment that assessment receives in the curricula is one ofthe most relevant features because its connotations go beyond didactics.Therefore, the objective of this study was to analyze the evaluative aspectsfor the subject of Physical Education (PE) in Compulsory SecondaryEducation comparing the curricula in the 17 autonomous communities.The documentary analysis of the 17 curricula was used through a validatedtool that analyzed the 1979 assessment standards of the AutonomousCommunities (CCAA) in Spain. For the analysis of results, descriptivestatistics were applied with an exploratory objective, as well as correlationaltechniques to establish associations between variables and multipleregression to determine explanatory models. The results show the useof the standard as a generalized evaluative referent and the absence ofspecific assessment guidelines in the different assessment criteria applied.The exploratory analysis reveals the prevalence of the cognitive dimension(41.9%) in the standards to the detriment of the motor (29.41%) and socio-affective (28.65%) dimensions. The Educational Globality of the evaluativereferents is low (11.13%) compared to those that include two (26.20%)and one dimension (62.67%). The correlational analysis reflects direct andsignificant relationships between the globality of the curriculum and thepercentage dedicated to the motor dimension (r = .671, p = .003) and theefficiency of the curriculum and the motor dimension (r = .758, p = .000); Onthe other hand, there is an inverse and significant association between thesize of the curricula and their overall nature (r = .651, p = .005). The resultsof the multiple regression show two predictive models in which the motordimension explains both the Educational Globality of the curricula (p = .01)and its efficiency (p = .012). As a conclusion, another less standardized PEcurriculum model seems to be necessary, with more global referents and toguide the teaching staff on more formative assessment practices. Finally,the motor dimension with an integrated character should have a greaterpresence in the EF curricula.

Introduction: In this study, situations in the university environmentthat cause high stress are identified and the stress-coping strategies usedby students to deal with stressful situations in the university environmentare analyzed. Method: A correlation and multiple regression analysiswas carried out in successive steps with the variables analyzed in orderto establish a predictive model of the strategies that help students to faceacademic stress. The sample consisted of 276 students of Education (58.1%)and Primary Education (41.9%) at the University of Valladolid, with agesbetween 17 and 32 with an average age of M = 20.8 and a standard deviationof DT = 3.33. Results: The results showed that students consider that thesituation that generates the most stress is related to the load, rhythm andorganization of work. The most used strategies for coping with the stressgenerated by academic obligations are desiderative thinking, emotionalexpression, problem solving and social withdrawal. The multiple regressionanalysis allows obtaining a model that explains 30% of the variance ofacademic stress with academic obligations, records and future expectations,interpersonal difficulties and expression and communication of own ideas.Conclusion: Depending on the stressful event, students select which strategyto use according to a defined pattern. This study allows us to use the modelobtained as the basis for a training program in strategies that correlatesignificantly with students who correctly deal with situations of academicstress.

Introduction: The publication of Pedagogy of the Oppressed was amilestone in the history and theory of education that devoted Paulo Freireas one of the great educators, at the level of Jean Jacques Rousseau or JohnDewey. However, his work already had a complex reception in the UnitedStates and also in Spain. On the occasion of the 50th anniversary of its firstpublication, and due to this importance and that difficult reception, thisarticle analyzes the reinterpretations that have been made of Freire in the21st century, i.e. the points to which education theorists return. Methodology:For this, the most important works of the Brazilian have been analyzedas well as, above all, the most relevant articles of the 21st century. Thisincluded the use of a hermeneutical methodology based on the postulatesof Kederman and Curren, namely, with the intention of returning to theinteresting, inspiring and orienting historical authors for us. Discussion:In this way, it is observed that the re-readings of Freire have to move himaway from the Marxist postulates in order to re-read it from pedagogicaland political perspectives with less of a link to critical pedagogy, as wellas with a moral and theological interest. Results: As a result, we see a lessideological Freire with a ductility capable of allowing him to inspire notonly the educational experiences of critical pedagogy, but any educationalpractice, which, in the end, is the hope of all great educators.

Plagiarism is a complex phenomenon with a growing presence inacademia. Writing an academic text requires the use of other people’s ideas,data, etc. and the risk that these sources are not correctly referenced or thatthe ideas are reflected without due recognition to its author is high. However,it is necessary to distinguish between deliberate plagiarism, carried out withfull knowledge of its severity, and unconscious plagiarism, which occurs dueto lack of knowledge of the use of sources. This study analyzes the writtenproductions of 100 freshmen in the Degree of Primary Education. These areconference proceedings resulting from a project-based methodology coursethat aimed to develop students’ academic communicative competence.They received instruction on the APA citation system. The analysis is basedon the qualitative study of the reports by plagiarism detection software.The purpose is to observe the use of information that could be consideredplagiarism but are due to a lack of strategies for the use of information.This analysis leads to the creation of a taxonomy of cases of unconsciousplagiarism. The results obtained will be key when designing proposals forthe training of students in academic writing.