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

The flipped classroom model presents new pedagogical possibilities in the technical-professional field in accordance with educational reforms in Peru, that is, education is more flexible, meaningful, with more proactive, responsible, autonomous, tolerant and critical students. Therefore, it is necessary to rethink the current and hegemonic models of current teaching, particularly with regard to technical vocational training, looking for alternatives to fill the existing disconnection between traditional teaching and today's society. This paper aims to expand the discussion around the use of the flipped classroom model in professional technical education settings. In conclusion, it was shown that the flipped classroom model has great potential for its implementation in higher technical education and has the ability to quickly attract and involve students; however, the implementation strategies and technological infrastructure need to be redefined, in order to improve the incorporation of the model

This research describes the self-perception that Baccalaureate tutors program have in Virtual mode in respect of the knowledge proposed in TPACK model. This study was developed under a quantitative approach of descriptive scope, and for compilation of information, an online questionnaire was applied to the teachers. The data analysis was worked from descriptive statistics. The main results found in the research showed that there are high valuations of technological, pedagogical, and disciplinary knowledge when considered independently, but they decrease considerably when approached jointly.

We want to know the orientation established in the legal basis of the Ecuadorian Higher Education System regarding social innovation and how it is reflected in the External Evaluation Model of Universities and Polytechnic Schools 2019. Through a documentary analysis of the regulations, it is identified that there is a relationship between social innovation, the construction of knowledge and the development of science and technology; a clear relationship between innovation and research is evident; while, there is little relationship with teaching and no relationship with the link with society.

This study, focused on action research, describes the challenges and difficulties of primary school teachers in using Tele-education to complete the 2019-2020 school year. Twelve teachers from three public schools in the Campo Elías municipality of Mérida state, Venezuela, were surveyed. Difficulties are revealed for communication with students, planning and evaluation of activities, and the absence of institutional guidelines. An action plan was designed and executed that sought to strengthen teachers’ training in the use of TIC, finding commitment and interest in improving teaching practice. It is concluded that teachers must devise mechanisms that allow the teaching and learning process’s integrality and sequentiality.

This article studies the effect of the Argentine government's educational measures during the Covid-19 quarantine, especially those aimed at guaranteeing educational continuity in schools through the official “Seguimos educando” program. This program's application is analyzed, considering the country's educational segregation and the possibility that education reaches all primary level students equally. This is an exploratory and descriptive study, using a qualitative method, based on interviews with protagonists of the educational system of the city of Bahía Blanca, who had to implement the policies in a context of inequality. The working hypothesis is that the digital divide and inequalities in Argentine families' cultural and economic capital increase educational segregation during the pandemic, generating greater inequality.

In this work, the author relies on the qualitative portraiture framework and on more than four months of communication to draw Carmen's reality, a Kichwa woman from Saraguro, Ecuador, living in Maryland, the United States. The results of this study draw a little-known reality about Carmen as a trilingual Kichwa immigrant woman who, in turn, is a matriarch of her family, university student, defender, and educator of her children in schools and at home, as well as a bridge of indigenous cultural knowledge for the new generation within their home.

This text is an approach to the emotions of university students in times of pandemics and confinement. The importance of emotions in general and in times of change is reviewed. To then carry out an approach to emotions in 2020 from the gaze and stories of the students of the Metropolitan Autonomous University, in Mexico City, through a survey to the students and stories requested from a selected group. The fear and uncertainty in the situation stand out, and sadness, stress, and fatigue.

The objective: To have a measurement model management leadership construct for application in Regular Basic Education. Quantitative research that used Confirmatory Factor Analysis to fit the model. The sample consisted of 206 teachers from La Libertad, in Peru. The rotated component matrix and the composite reliability, extracted variance, and goodness-of-fit indices (X2normed = 2,90; NFI = 0,93; IFI = 0,95; TLI = 0,94; CFI = 0,95 and RMSEA = 0,096) confirmed a solid model with 4 dimensions and 13 items that will allow to measure managerial leadership in educational institutions, acceptably.

In September 2017, in Ecuador, the Ministry of Education supported a pilot project for mentors' training based on the methodological proposal of the Escuela Lectoras program of the Universidad Andina Simón Bolívar. This two-year project aimed to train approximately 50 pre-selected teachers to accompany classroom teachers in rural or peripheral urban areas to improve reading and writing in the first grades of Basic Education. Within the framework of this project, a research study was conducted on how Kichwa-speaking mentors use bilingualism and how this favors the teaching-learning process of reading and writing in bilingual contexts. The results of the study reveal three strategies for the use of bilingualism as part of the teaching-learning process of reading and writing: literal translation, communicative bilingualism, and linguistic exclusivity.

This article presents an experience around education mediated by digital technologies in times of pandemic in two non-university higher education chairs at a Higher Institute of Teacher and Technical Training in Buenos Aires, Argentina. During the 2020 school year, the appearance of COVID-19 implied reconfigurations at all levels. The practices maintained in person had to be completely transformed because they were not enough to meet the minimum objectives when transformed into distance education. The careers selected to share the work experience correspond to a Teaching degree in Secondary Education and a Higher Technical degree in Psychopedagogy.