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

Beyond the springs that may lead to insistent mobilization of humans, they incubate other powerfully chaotic reasons faced by migrants. Under this premise, the aim is to analyze the evolution of the migratory phenomenon in a context of humanitarian tragedy and planetary tear. Locating this analysis of was two potential reasons why a modern high-end nomadism is externalized. Both, logically lethal in their treatment. The first, outlines that human migration is a mechanical response to climate change. The second, results from relentless mutilation of war-invoking welfare and widespread violence in all its forms. Two paths that undoubtedly, due to their globalization and inflection, have intensely transformed extraterritorial policies and the human movement in times of global despair.

ENCUENTROS sigue viajando de maneras distintas, nuevamente traemos un número con el que nos abrazamos atendiendo coordenadas cercanas y lejanas, la lógica del dejar nos hace cruzar los tránsitos de muchos que deciden partir del lugar que conocen para resignificarse en otros con diferente luz, vibra y llenos de misterios. Quienes dejan la vida que conocen, lo hacen de manera forzada (conflictos políticos o personales), factores externos los motivan, convirtiendo ésta en un souvenir y dejando que nuevas ciudadanías y territorios se hagan cuerpo. Eso implica migrar, atención, intención y movimiento permanente, para algunos deja experiencias agradables, para otros un reto, un grito constante, realidades líquidas y extrañezas ajenas. Retrazar un mapa vital se convierte en una emergencia para los migrantes quienes enfrentan peligros insospechados.

This qualitative research has been developed for a diagnosis of the integration of diverse methodological components, required for the implementation of bilingual teaching programmes in Primary Education. Practicum Reports are chosen since they constitute a productive research site in pre-service teacher training from its academic layout. A non-probabilistic documentary sample of 108 Practicum Reports is selected from a significant institutional context. They all correspond to the Mention of English as a Foreign Language. The technique of content analysis is applied, which makes available the experiential collective of methodological decision-making that covers two of its elements: the teaching proposal and the bottom line. The results reveal contradictions, paradoxes and difficulties driving the tendency to focus the integration on two methodological perspectives: learning strategies and collaborative learning. Indicators are set out as conclusions in terms of training productive lines to ensure an optimal complementarity and combination of the methodological components.

Studies show that portuguese students have difficulties in problema solving. The aim of this study, developed with 4th grade students, was promote better problem solving with the division operation. Three specific objectives were designed: analyze the influence of Polya’s method on problem solving; understand the gamification approach in student motivation and involvement; understand the effect of digital technological resources on the learning process. Data collection instruments were used, following action research methodology and mixed approach: participant observation, project diary, application of a test before (pretest) and after (posttest) of the training situations. The application of Polya’s method helped to better understand and organize the problem, promoting autonomy in solving it; gamification has stimulated students’ enthusiasm and desire to achieve their goals; digital resources, such as avatars, facilitated curriculum articulation and collaboration capabilities.

Practicum periods are an opportunity to learn and acquire strategic knowledge about the teaching profession. They are a time and space to understand realities, reflect, (re)build knowledge and assume critically and constructively personal and professional limitations and needs. Seminars and classroom immersion shape external practices academically and organizationally. Journals and practice reports are used to describe, reflect on and systematize the connections between theory and classroom reality. This article describes the practice of assessment in primary education based on an analysis of the content of reports produced during different periods of practice in a Spanish educational centre. It is a case study that projects realities, problems and changes on this topic from an experience that can provide elements for reflection and learning. 

The abstract must be between a minimum of 100 and a maximum of 150 words. Focussed in the Digital Competence of Educators in the Faculty of Education (University of Murcia) we study on three aims: to explore the use of virtual classroom in Practicum, identify the most used tools and analyze the impact on the activity. Teaching processes, of Practium from Childhood Education, Primary School, Social Education and Pedagogy grades, are the sample (n = 5) with 36 students on a descriptive qualitative methodology approach. Descriptions collected are done by a final reports of teacher self-evaluation. Results show that time in virtual classroom does not exceed 40% in teaching, organization, evaluation, planning and administrative management. The most used tool is the “Private Messages” with external apps. The percentage of days of use according with the total number of days worked shows a low level. The discuss focuses on the virtual tutoring linked with the digital competence of educators.

Review of S.J. Deeley's book on learning and service methodology in higher education. Compulsory Secondary and Baccalaureate, and Vocational Training from anywhere in Spain, and from those countries whose educational systems are designed by competences.

This book will be very useful of great help for all professionals of Education and for those who aspire to be; for all teachers in practice and for the management teams of the centers of Early Childhood Education, Primary Education, Compulsory Secondary Education and Baccalaureate, and Vocational Training anywhere in Spain, and those countries whose educational systems are designed by competences.