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

Today, talking about distance education is such a normal topic that all parties involved in the teaching-learning process participate despite the little or much knowledge they possess. The objective of this research is to systematically analyze educational leadership and its impact on the implementation of technological resources in upper secondary level institutions for which numerical measurements and statistical analysis are carried out to establish behavior patterns under an approach quantitative methodological. As a result, searches were carried out in the indexed databases Nature, Oxford, Springer, Wiley, Scopus, SciELO and Redalyc, using the search keywords: educational leadership, technological resources; reaching 36% of the literature located in Redalyc, 32% in Scopus and 32% in Scielo, discarding Nature, Oxford, Springer, Wiley for not locating coincidences in their search indexes, scientific works were considered from the year 2016 and were systematically analyzed to identify that they met the inclusion and exclusion criteria. 43 papers were included in the systematic review, achieving greater representation of educational leadership variables on technological resources among close peers. Thus, in conclusion, educational leaders take little participation in the process of implementation of technological resources, directly impacting the percentage of use of the technologies installed by personnel.

This research had as objectives: to explore the needs of high school students and teachers in online classes during confinement, to examine differences in motivation and stress based on gender, age, and school grade, to explore the relationship between motivation and stress in high school students in Mexico City, specifically of Colegio de Ciencias y Humanidades (CCH) Oriente. First, we worked with 106 students and 101 teachers from Mexico City. Subsequently, 377 students from CCH Oriente responded to the instruments: Conscious Motivation for Learning, Academic Stressors and Academic Stress. Students and teachers pointed out difficulties due to lack of resources, increased stress, and discomfort. Finally, the results indicate a relationship between motivation and academic stress, and differences according to age, sex and school grade.

El presente artículo describe la percepción del estudiantado de la Universidad de Oriente, en Valladolid, Yucatán, con relación a las asignaturas relacionadas con la formación integral (de naturaleza axiológica), denominadas como asignaturas libres, las cuales se han implementado desde hace tres cuatrimestres desde septiembre de 2021, por lo que la visión presentada del estudiantado será de importancia para su fortalecimiento en cuanto al valor que se le otorga con relación a las asignaturas de las disciplinas presentes en las licenciaturas de esa Casa de Estudios.

The design and implementation of a training experience with future Peruvian mathematics teachers is described, aimed at developing the competence of analyzing the didactic suitability of curricular materials on probability. From a qualitative approach and with the support of the guidelines of didactic engineering based on the Ontosemiotic Approach, the protocols of written responses of 38 participants are available. The results show limitations in the assessment of suitability indicators and difficulties to elaborate a reasoned judgment on it. It is concluded that there is a need to promote reflective practice on the use of curricular materials and proposals for improvement changes in all facets of didactic suitability in a joint manner.

The life stories of two female teachers delve into the type of teaching practices during the democratic transition in Spain. The narrative biographical research, through the use of biographical accounts, investigates the decision-making and practices that made the classroom an emancipatory space. The analysis focuses on the type of creative practices, the basis of educational, collaborative and democratic action. Literary creation and theatrical works, together with the students, fostered autonomy, confidence and a love of learning. These innovative practices, for the time, can be considered today as disruptive practices which, together with the importance of affective relationships and the revaluation of artistic spaces, constitute the basis of pedagogical action.

The present article aims to distinguish among access, accessibility, and inclusion, based on the assumption that these categories have been used as if they were synonymous in the schooling of people with disabilities. The construction of this synonymy is analyzed and discussed critically. To demonstrate the epistemological, pedagogical and political differences among these categories that are structural to special education, from the perspective of inclusive education, the proposals of universal design were methodologically recovered and analyzed with the contribution of Brazilian and foreign authors. In the different ways of interpreting the use of design, the specificity of inclusion emerges as political power. It was concluded that the possibility of designing the school as an inclusive ecosystem lies in the uniqueness of inclusion.

The present work shows a cross-sectional, exploratory study aimed at evaluating the metacognition awareness in reading of future teachers, a strategic group for understanding the teaching of reading in the present and in the immediate future. With this objective, 252 preservice teachers completed the validated Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire. The results indicate that these future teachers prefer using problem-solving strategies. Statistically significant differences were found, according to degree (Early Childhood or Elementary Education) and gender (women used more support strategies for reading). Finally, the importance of taking metacognitive learning identity into account in updating the reading training of preservice teachers is valued.

El objetivo principal de este artículo es establecer los beneficios del curso en línea: “Conceptos fiscales básicos para personas tributando en el régimen fiscal servicios profesionales”, lo anterior derivado de que existe desconocimiento de las obligaciones fiscales como por ejemplo, aumento o disminución de obligaciones, presentación de la declaración mensual, descarga de la constancia de situación fiscal entre otros. Problemática detectada a través de la aplicación del instrumento denominado: “Cuestionario Conceptos Básicos RFSP”, el cual parte de las herramientas de encuesta que brinda la plataforma Google Forms debido a la necesidad de servicios profesionales y conceptos básicos para las personas que generan ingresos, tienen egresos, presentan declaraciones y realizan trámites ante el SAT. Existe una amplia cantidad de obligaciones y derechos fiscales; este es un tema de mucha relevancia para nuestras actividades económicas.Los temas relacionados con el Servicio de Administración Tributaria o la Secretaría de Hacienda son complejos y encontramos una amplia oferta de profesionales dispuestos a ofrecernos servicios en materia fiscal.Existen empresas que optan por contratar los servicios independientes de los profesionales que requieren para su operación. La intención del curso es proporcionar estos conceptos básicos para que al momento de contratar los servicios o al querer adentrarse más en el tema, uno se encuentre completamente preparado y al recibir información al respecto pueda interpretarla correctamente. Esto con el fin de tomar las mejores decisiones con respecto a las acciones a emprender de acuerdo con la situación, ya sea de su parte o de parte de la persona encargada de llevarlas a cabo.

En aras de promover las habilidades orales, se propone una perspectiva diferente de entender la participación oral en clase. Se define la participación como el desempeño oral efectivo del estudiante ante un criterio que se le demanda. El propósito del presente estudio fue evaluar los efectos de una intervención basada en un análisis funcional de las participaciones orales sobre la frecuencia y tipo de participaciones orales de estudiantes universitarios. Los resultados mostraron una mejoría y diversificación de las participaciones orales de los estudiantes, en especial ante criterios de complejidad media y baja. Considerando estos resultados, y basándose en una perspectiva interactiva, la clase universitaria pudiera analizarse como un continuo de múltiples episodios, en los cuales se pueden identificar los cambios en el actuar tanto del estudiante como del docente en relación con la participación y en términos de otras interacciones orales.