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

   

To understand the change of learning patterns among pre-service teachers, 1016 students attending a pedagogical university in Bogotá, Colombia, answered the Inventory of Learning Styles (ILS). The sample was divided according to the moment of the career: at the beginning; in the middle and at the end. A cluster analysis was done on the factors obtained by a principal component analysis. Findings indicate four learning patterns: one directed towards meaning and application of knowledge, one directed toward knowledge accumulation, an undirected pattern, and an “inactive” pattern, with low responses in all scales. The proportion of students in each pattern changes throughout the career, with the meaning directed pattern progressively gaining more prevalence.

   

The learning results obtained by 4.292 Elementary School students, 32% in multigrade and 68% in unigrade, are compared, considering subjects, classroom size and cycles. It is a field, correlational, explanatory and cross-sectional study that uses ANOVA and Multiple Linear Regression Analysis for the analysis of variance. The results indicate that multigrade groupings, in contexts similar to unigrade ones, can enhance learning outcomes in the second cycle of Elementary School and especially in mathematics. The size of the classrooms seems to have some influence; but it does not affect all groups or subjects in a similar way.

The growth of research and practice on Service-Learning has not been sufficiently wedded to a development of its theoretical foundations and the study of its contributions to ethical-civic education and the links of the school and the community. This study proposes an analysis of the contributions that Amitai Etzioni's communitarianism can make to the justification of this educational methodology in the current context and, more specifically, against the ultra-individualistic, utilitarian and mercantilist tendencies that blur the idea of community, starting from a moral dialogue, mutualism, social justice and community empowerment.

Motivation, teaching satisfaction, loneliness and affects are significant variables concerning the quality of teaching performance. Nevertheless, the presence of the homebased teaching during COVID- 19 could have influenced these variables. As such, the goals of this research were to examine whether there are sex differences in teacher’s motivation, teaching satisfaction, loneliness and affects; and if there is any association of age on teacher motivation, teaching satisfaction, loneliness and affects. A sample of 315 teachers (Mage=41.95; SD=10.18) participated in the study and fulfilled a series of self-report questionnaires during COVID-19 homebased teaching. Results revealed significant sex differences in identified regulation, loneliness, and balance of negative affects. In particular, female teachers reported significantly higher scores in identified regulation and balance of negative affects and men reported higher scores in loneliness. In conclusion, it should be considered to create interventions to help teachers to reduce the negative consequences of loneliness and negative affects on teaching performance and to enhance motivational profiles, especially among men teachers.

This article analyzes entrepreneurship education from the perspective of curricular courses, extracurricular activities, and postgraduate or continuing education in universities; and seeks to contribute to the theoretical evidence of the positive relationship between intrapreneurial activity and education in Colombian universities. For this purpose, a descriptive, correlational and non-experimental study has used contingency tables and a binomial logistic regression model with 3,152 graduates of various undergraduate degree programs from 120 universities. The findings suggest that taking entrepreneurship courses, participating in extracurricular activities, and having additional training after undergraduate degree studies increases the probability of being an intrapreneur. However, the probability is not significant if the graduate participated simultaneously in curricular and extracurricular activities. Post-undergraduate training is the one with the highest odd ratio in the model.

   

This article aims to design and validate a scale of perception towards educational research. The instrument, which was applied to a sample of 324 university and non-university teachers, is made up of three dimensions: Value towards educational research, Involvement with educational research, and Competence in educational research. The results revealed excellent goodness-of-fit and reliability values, making its use relevant for the academic and educational field. In addition, statistically significant differences were found in the three dimensions of the instrument in favour of university teachers. These results provide important theoretical and practical implications.