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

Developing the abilities to use ICTs and reflective practice has become a great challenge for future teachers and initial teacher education programs, especially after the emergence of standards for initial teacher education in Chile. From this perspective, the present study aimed to identify pre-service teachers’ perceptions regarding the use of digital portfolios as a tool that could help them reflect upon their teaching practices. Instrumental case study methodology was used in this qualitative research, where two different teaching programs were selected. Fourth-year student teachers from these programs already had two years of experience working with a digital portfolio in their teaching practice. Two focus groups were created to obtain the necessary information. After analyzing the content according to pre-established categories, pre-service teachers’ perceptions made it possible to determine that digital portfolios are a technological tool that facilitates the transit between different levels of reflective practice, as long as its structure focuses on their learning process.

The aim of this research is to explore the mathematical connections between area manifestation, which pre-service teachers can be established (or not) when solving tasks related to measuring flat surfaces. Pairs of pre-service teachers answered a questionnaire in which they were requested to: (1) measure the area of flat surfaces using two or three different methods, and (2) justify every resolution based on the methods that were used. Results showed that most aspiring teachers prioritize numerical methods and formulas, ignoring geometrical and perceptive methods, can make the task of measuring area easier. In this sense, it can be said that is difficult for pre-service teachers to establish connections between the manifestations of the area.

The study sought to learn how centennials communicate the moral and socio-political aspects of their global and digital citizenship. A mixed-exploratory approach with a sequential design was selected for this study. Quantitative and qualitative data were collected in different stages of the research, although they were not dependent on one another. For the quantitative section, which is directly related to the first category intended for research, the population consisted of students from the national high school system, a public high school, and two private high schools located in Nuevo León, Mexico. Convenience sampling was used to determine the population, based on available computer access in the classroom. The final number of participants was 1 696 students, 899 of which were women and 797 were men. It was found that said participants openly communicated their socio-political stance on social networks, and they also value justice and reciprocity more when making moral decisions. For this reason, it is important to raise them so that they can participate actively and properly in a context of global communication.

The present work presents the results of a research regarding the conceptions on academic writing of the students and teachers of two institutions of high education that contributed to the decisions that were made when designing a Digital Writing Center. The case study method was used, and an inquiry questionnaire was applied to students and teachers of a public educational institution, as well as a private one. The information was registered in a database and an analysis was made from the categories that emerged. Results showed students have an idea of writing from the grammar and teachers from the textual. The conclusions suggest that the way academic writing is perceived within the institutions is important when thinking about designing a Digital Writing Center specific to the context where it will work.  

The present research work aims to recognize the socio-historical characteristics of the students of the Faculty of Letters and Human Sciences of the National University of San Marcos (Peru) in relation to migration processes and the common origin, the self-knowledge of identity and culture (religion, practices and customs). The methodology consisted of respondents based on a survey model performed at the 86th facility indicated above. The main results highlight that Áncash y Junín are the main cities of origin of these students' families, that most of them can be recognized as mestizo, and that 40 % keeps an open rupture with the religious practices preponderant in their families.

This research shows the levels of organizational knowledge management in higher education institutions in Santa Marta, Colombia. It is based on the theories and epistemological approaches of authors such as: Valhondo, Vértice, Nort and Rivas, Nonaka and Takeuchi. The type of research is descriptive and field, whose population was made up of 107 subjects. It was executed through the technique of the survey using a questionnaire which was carried out the reliability by Cronbach's Alpha throwing a value of 0.98, considered high. The results were confronted based on the dimensions and indicators studied. Likewise, it was concluded that the institution under study must develop mechanisms for the construction of propositional scenarios that generate knowledge, this added to the value chains of the organization. In addition, the use of knowledge in all its personnel is recommended, so that an increase in volume in the generation of organizational knowledge is managed comprehensively.

In the resolution of equations of the first degree have been different mistakes made by students and caused by deficits in the learning processes of algebra learning. For this reason, it was proposed to analyze the errors that students present in solving problems with equations of first grade in ninth grade of schooling. The research design and methodology used here is a case study, based on a qualitative approach, which was carried out with a sample of three students. For the collection and analysis of the information, techniques and instruments were implemented within which are the observation, diagnostic test, field diary, an information classification matrix and a content analysis. After analyzing the information obtained, different errors were identified, classified and systematized according to the origin they presented, reaching the conclusion that students frequently present errors that have their origin in the absence of meaning.

This paper aims to analyze the perception that Secondary Education teachers in Ecuador have about their training needs, the importance of the educational project and the incidence of evaluation in improving the institutional culture of schools. For this, a non-experimental and descriptive research is developed from a questionnaire applied to 453 teachers. The data analysis considered a mixed approach, providing both quantitative and qualitative analysis, from a content analysis of open questions. The results allow to identify that the main training needs of teachers are related to didactics, teaching methodologies and ICT resources. In addition, the relevance of the Educational Project emerges as a guide for the practice, based on three elements: shared reflection processes, the participation of different agents and the commitment of the educational community. Finally, the participating teachers consider that the assessment improves the institutional culture and the teaching-learning processes in the educational centers, by promoting shared reflection that promotes participation and commitment to continuous improvement.

La práctica profesional del maestro y, especialmente, el trabajo que realiza en el aula de clases, constituyen un mundo complejo y variopinto que revela matices y singularidades epistemológicas sobre el conocimiento que este es capaz de construir en el marco de una enseñanza contextualizada, por lo que el Conocimiento Pedagógico de Contenido (PCK1) se ha constituido como un potente cuerpo teórico que revela ricas y variadas formas de la comprensión de cómo enseñar los contenidos constitutivos de las disciplinas escolares, particularmente, una “comprensión de lo que hace el aprendizaje de temas específicos fácil o difícil” (Shulman, 1986, p. 9). 1Traducción del inglés Pedagogical Content Knowledge

Despite the growing interest in recent decades for motivation as one of the most decisive factors in second language acquisition, little attention has been paid to its influence on teaching and learning the pronunciation. The present study tries to measure the affective estimation of foreign pronunciation teaching and learning in an educational context uncommon in scholar literature, Primary Education, by paying attention to the main agents involved in the educational process at this stage: students, teachers and parents. Data were collected with a series of questionnaires about the motivational factors of the three groups studied, and the answers were analyzed to offer a real panorama from multiple perspectives of the forces that drive the training of pronunciation during this period. Results indicate that, although pronunciation is highly valued by students as one of the fundamental elements in the acquisition of a foreign language, with numbers over 75 % in students’ approval, the type of motivation shown by these students does not coincide with learners of different ages or levels. In the case of parents and teachers, an initial high-scale motivation for the teaching of this sub-skill is subsequently affected by personal or professional conditions, preventing thus an effective implementation in the classroom or at home.