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

The digital revolution has changed the ways of doing, acting and training at the university. For this reason, the development of digital teaching competence (DTC) in Higher Education is a key aspect of 21st century. The purpose of this study is to know the level of digital competence of the Andalusian professor, as well as to study his self-perception before and after his reflection on the DTC. A non-experimental design is planted with a descriptive and contrast of hypotheses model. The object of the study was made up of 2262 professors belonging to the 9 public universities in Andalucía (Spain), who answer the DigCompEdu Check-In instrument adapted to the Spanish context. In general terms, the results show that the level is moderate. Specifically, the most highly valued areas have been those of Digital Pedagogy and Digital Resources. Likewise, self-perception shown before carrying out the survey is higher than the values once it has been answered and reflected on the DTC. These data explain the phenomenon called competence idealization. For this reason, it is recommended to carry out personalized teaching training plans endorsed by solid frameworks like DigCompEdu.

Nowadays active methodologies are becoming increasingly relevant in the educative system as consequence of the educational paradigm shift motivated by the pedagogical renewal movements promoted from both university and non-university teaching. This work deals with the design and validation of an instrument that will determine the Spanish non-university teachers´ population opinions, conceptions and perceptions towards these active methodologies. The instrument is an observation scale composed of 18 items grouped into 5 categories, whose reliability, validity and goodness fit were tested in a sample of 12490 teachers. The results show suitable psychometric properties, which demonstrate consistency and coherence of the model with the theoretical starting constructs, which gives great utility to this instrument, constructed, validated and directed towards non-university teachers, an area where the instruments are characterized by their scarce nature.

This paper aims to analyse the role of family on both the children’s television consumption and viewing, as well as its influence on the process of election and reception of media contents. In order to reach this aim, the results of a research carried out in several primary schools will be presented. The study is based on a non-experimental quantitative design. The main tool used in order to compile these data has been a questionnaire. According to the research results, it is noteworthy the influence of broadcast scheduling consumed at home by the primary school students. Moreover, interesting differences in the television use and consumption are noticed depending on the family’s sociocultural context. In addition, a clear relationship between both the use of the television media by the students and the familiar model has been observed. Research results highlight the important role of the family in the children’s television consumption, since it represents a key tool for them to acquire positive experiences with television media.

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor’s degree students and only one of them Master’s degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open new prospects of educational innovation and social responsibility through Service-Learning possibilities in Higher Education.

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We start from the idea that the languages represent the first tool of cultural identification and communication among human beings. From this point of view, our research focuses on the analysis of Spanish-Quechua bilingual textbooks in a community of Peru, paying special attention to the study of activities and images related to the cognitive demand of learners. The results show that the didactic adaptation of the materials, as well as the use of the mother tongue, Quechua, constitute a fundamental cornerstone for the intracultural strengthening of adults who still do not have access to education. Thus, intracultural and multilingual education promotes intercultural coexistence and tolerance; initial literacy, with the presence of the Quechua language, is essential for the cultural use of the language as a means of communication and transmission of knowledge and values.

This article shows the results obtained in a study carried out with a sample of 273 Pre-Primary Education teachers regarding their perception of Values Education in Spain, taking into account the educational regulations and the guidelines of their educational centres. Also, the usefulness of Children’s Literature for the transmission of values is defended, offering a modest proposal for the selection and creation of stories for children to work Values Education, according to the Spanish educational regulations, and using discursive ethics and the maieutic method in the Pre-primary classroom.

There are fewer studies on the teaching of writing in textbooks than on other aspects such as reading comprehension or spelling. The objective of this work is to analyse the model for teaching writing followed in sixth grade primary education textbooks, as well as the possible impact that legislation may have had. The methodology used is the analysis of qualitative content and the information is gathered through categories that involve strategies of the product and process models, with their respective phases. The results show an increase in the activities focused on writing as a process in textbooks subsequent to LOMCE compared to those of the LOE. Thus, it is perceived an impact of the legislation on the change in the teaching of writing in textbooks