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

   Objective: The objective of this research article was to characterize the relationship between pedagogical practice and technological knowledge of content in mathematics teachers in initial training. Method: The research design is presented through a multiple case study, under a qualitative approach, the methodology developed in three phases: The first, based on the creation, validation of the techniques and instruments for the collection of information. The second, based on the application of the data collection instruments. In the third and last phase, a general characterization of the results, methods, techniques, procedures and sample used for data collection and analysis was carried out. Results: Among the findings found, it is highlighted that teachers in initial training lack ICT competencies, which affects their integral development since they do not make an adequate integration of the technological knowledge of the TCK content of the TPACK pedagogical model. Discussion and Conclusions: It was concluded that the participants manifested a disconnect between the knowledge they claim to have with what they actually possess.

Objective: Identify technological stress or techno stress in students of Higher Education Institutions in Mexico, in the first quarter of the year of the COVID-19 pandemic . Method: It is a quantitative study with a descriptive scope. 517 surveys were applied to measure four dimensions of technostress . Results: According to the dimensions considered, the following scores were obtained on a scale from 1 to 5: a. Attitudes towards information and communication technologies (ICTs): 2.9; b. School stress: 3.2; c. Effects on the use of ICTs: 2.1; and d. Social Networks and ICTs in Education: 3.87. It was also found that students spend almost 8 hours a day using ICTs for academic activities, which exceeds the usual time. Discussion y Conclusion: Due to the pandemic, the sudden change from face-to-face education to distance and online education using various ICTs, has generated effects in students such as anxiety, depression and stress, which is why intervention to reduce said effects is needed.

Objective: Identify the NOS concepts of 44 in-service preschool teachers . Method: The research is a descriptive case study. A Likert instrument was designed and validated to identify the NOS conceptions of the teachers under study . Results: The participants express adequate conceptions in the categories of models, theories and laws, dynamics of scientific knowledge and scientific methodologies, creativity and idealization, inferences, empirical nature and theoretical load. In contrast to the category influence of society and culture about science, where contemporary conceptions predominate . Discussion y Conclusion: The results are discussed in terms of the relevant literature and NOS aspects such as models, idealization and the relationship between experiments, instruments and theories are highlighted. Furthermore, in the training of preschool teachers, it is proposed to encourage explicit reflections related to: 1) tentativeness, 2) empirical nature and, 3) the role of observations and inferences in the development of scientific knowledge. This recommendation is based on the results of this research and on the importance of these NOS aspects in the development of scientific thinking at preschool age

  Introduction: initial teacher education as a category of analysis involves historicity what makes it possible to identify particular ways of seeing and thinking of the pre-service English language teacher and English language as teaching object. Objective: Explore the prevailing trends in the norms produced to regulate the initial education of English language teachers and the power-knowledge relationships that are installed in the curricula and teacher training discourses. Methodology: Some Foucaultian archeology procedures were used to thematically organize some dominant discourses and identify displacements and turns in the history of the initial teacher education of English language teachers in Colombia between 1990 and 2020. Results and Conclusions: A specification scheme was produced that marked two equidistant paths in the ways of thinking about initial teacher education. One linked to the ideal of professional education, pedagogy and research, and the other marked by mechanisms of control and certification of competencies.

This article is a diagnosis of the present regarding the ethical configuration of the subject promoted by neoliberalism and its consequences for education. To this end, it is based methodologically on Foucault's analytical guideline: knowledge, power (conceived as government) and subjectivation. It is conclude that: (1) It has moved from disciplinary societies to open-field control societies that have a neo-panoptic nature; (2) in them the subjects are governed by subject-location devices. (3) neoliberalism seeks to destroy the eventful nature of living and to govern us based on the-same; (4) the business model is assumed as contemporary êthos; (5) the subject is governed by the promise of total freedom and the unlimitedness of desire and performance and (6) we conclude how the neoliberal colonization of education contributes to the construction of this self-governed, self-regulated, self-exploited (productive), hyperactive and consumerist (desire, pleasure) neosubject.  

In this qualitative study participated 7 faculty selection professionals of two Colombian universities,in order  to know their representations about emotional competences sought in aspiring university professors. The content of interviews conducted with the selection teams was contrasted using the atlasTi v7.0 tool; Wordcloud was used to analyze the frequency of terms and  meaning cloud tool was used for sentiment analysis. It was found that the professional group in charge of the teacher selection seeks to recruit emotionally stable proffesors, who exhibit energy during the selection process; They are looking for teachers who are capable of solving conflicts in the classroom and with an adequate relationship with the students. These recruitment professionals rely on the interview as the main tool for evaluating emotional competencies and resort to the interpretation of non-verbal language to identify indicators of mood and communicative capacity in the candidates; the representation of the teacher as a "transmitter of knowledge" emerged. The representation of success in the selection of new teachers implies candidates adjusted to the organizational status quo of the faculty. The personnel selection professionals coincided in having low access to information after the teaching candidate's hiring that allows them to evaluate the emotional competencies in the chosen teachers, in the medium term

Objective: to establish the ways in which teachers and families represent the concepts of childhood and childhood education. Method: a qualitative-descriptive study was carried out with the participation of 12 dyads family-teacher by means of association networks and interviews. Results: it was found that there are points of convergence in regards to social representations from families and teachers. The participants represented childhood as a social construct in terms of the relationship adult-infant and as a critical stage in human development. In turn, they represented childhood education as a synonym of love and as a human right. Two hinge categories emerged between childhood and childhood education: play and values acquisition. Discussion and conclusions: a regard of children as needed of care and protection persists, which distances from the latest theoretical and legal advances. These results are intended to progress on the reflection upon the actual relationship between social representations of childhood/childhood education and teachers’ pedagogical practice with the aim of contributing to a better quality in education during this stage that is considered fundamental in subjects’ development and formation.

  Objective: To design and validate a matrix that allows the evaluation and selection of optimal virtual learning environments for the teaching of natural sciences.. Method: The work was framed in qualitative research, through seven stages, within which the proposed evaluation matrix was built, validated and tested with four virtual learning environments.  . Results: From the analysis of the four VLEs through the designed evaluation resource, it was obtained that many of the resources available on the Web do not optimally comply with all the categories that should be taken into account within the VLE design for science education.  . Discussion y Conclusion: Education in times of pandemic, led to a considerable increase in the use of technological resources available on the Web, this makes relevant and evident the need for evaluation resources for the selection of VPA, because not all of them comply with the necessary and primordial aspects for educational purposes. Furthermore, this not only helps teachers to make a critical selection process of the resources they are going to use but also in the design of their resources

Objective: Evaluate the impact of the subject Communicative Skills in the writing of university students. Method: Quantitative approach with a non-experimental method, applying a grid to evaluate the variables cohesion, coherence, adequacy and superstructure in an essay written by students who studied two levels of Communicative Competences. Results: 54% of the students made good use of lexical and grammatical anaphoric procedures; 52% made regular use of logical connectors; 39% made good use of punctuation marks; 51% wrote texts with a regular level of coherence; 40% structured texts at a regular level according to the typology and 47% presented a regular level in textual adequacy; and 47% presented a regular level of coherence. Discussion y Conclusion:  The students present a good level in the use of cohesion mechanisms, so they structure texts at a microstructural level. However, the ways to make a text coherent, to structure it and make it adequate constitute a difficulty for these students. It is necessary to improve the skills to make the text a coherent whole and adequate to the context, therefore, the program should take into account these considerations.  

Objective: The objective of the study was to learn about the relationships between students and their roles, through the sociogram, for the development of interventions that promote a culture of peace in public high schools in the state of Sonora, Mexico. Method: The design is considered action research, in which 274 students from 3 public high schools participated. A sociometric questionnaire was applied to determine the choices and rejections towards peers in each school group. Results: It was found that the leadership and rejection roles were equally distributed between sexes in most of the groups. The existence of peer violence problems was highlighted. The situation of a student with intellectual disability was found to be rejected by most of the group members. Based on the findings obtained, actions were designed and implemented to improve relations among the students in each group. Discussion and Conclusions: It is concluded that the sociogram is a useful tool for the diagnosis of school groups at secondary school level, in the region of Sonora, Mexico, which coincides with similar studies in previous studies conducted in other contexts. Finally, it is recommended to monitor the strategies designed and implemented in the school groups and to carry out evaluations through a pretest and posttest with the sociometric questionnaire in subsequent studies.