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

The present society, characterized by the unceasing development of science and knowledge, demands from the universities a renewal of management, where the people who produce knowledge are the center, that is, a human capital management. In this sense, this article presents an investigation that analyzes the Strategies of Human Capital Management with respect to the teachers in the Faculty of Education of a university of Lima.The methodology is mixed, quantitative and qualitative. Interviews and surveys were applied to managers and teachers, respectively, and information was obtained on strategies aimed at valuing and promoting human capital in the institution, although the results showed that these are insufficient, emphasizing the institutional commitment of teachers.

Initial teacher training is a key element for improving educational quality.The need to improve the skills and abilities of the new teaching staff, andin particular, the motivations that lead the future teacher to choose themasters degree in secondary school teachers are particularly relevant. Theimportance of knowing these motivations lies in their potential as a predictor of future performance in teaching. In an incipient way, the literature highlights the need to study the motivational profile in the professional development of teachers. However, we consider that the attention given has been scarce so far. In this sense, the objective of this work is to delve further into the motivational analysis of the students of the teacher training masters. To that end, a survey of 512 students of various specialties was carried out in three Spanish universities (Burgos, Córdoba and Jaén), who answered a questionnaire about motivations and vocation for teaching. A factorial analysis was carried out in order to simplify and to learn their main motivations. In addition, a cluster analysis classifies the students according to their main motivation. The data reveals the existence of a negative relationship between both the intrinsic motivation for teaching and the age of the respondent. Moreover, it has also been found that the students of areas of knowledge related to Arts and Humanities show a higher level of intrinsic teacher motivation. On the other hand, the fact of having an earlier postgraduate degree is related to a lower vocation. Thus, understanding the motivations to be a teacher may be of interest to both the educational authorities in charge of the selection of students and those who have the power to plan teacher training from the point of view of curricular design.

Introduction. At present, among the aspects that are of the greatest interest in the educational field are the causes that lead students to drop out of their university studies. The common aim is to try to develop preventive measures and stop this process. However, despite the existing work on this, there are few national studies that have tried to determine the variables that present the most weight for students to develop the idea of drop-out and the decision-making processes of its later consolidation. In order to shed more light on this, we have studied the case of students in universities in north Spain in depth. Method. For this, an ex-post-facto research of descriptive and inferential study was developed. The sample was formed by 1,055 students belonging to different areas of knowledge, who began their careers in the 2010/2011 academic year at the university. For the collection of data, an ad hoc questionnaire with 36 items was developed. Results. The analysis of the cohort of new income show that a high percentage of students (31.5%) has considered dropping out of their university career, with over half of these consolidating their idea (17.0%). The results of this study also respond to the main objective. Thus, the most relevant variables in the approach and consolidation of abandonment, respectively, and in order of importance, are: the student’s early performance, their non-academic working hours (domestic and/or paid), the relationship with the professors, the expectations generatedon the content, use of study techniques and guidance received. Discussion.These results are consistent with those obtained in previous studies anddemonstrate the need for global action on the part of the educationalinstitutions that should already start in Secondary Education.

Increasingly digitalized teaching and learning processes have turnedthe Internet into the main source of information in universities. The ease of access to information can be accompanied by fraudulent practices such as plagiarism. Therefore, the purpose of this study is to discover the origin of the reasons and motivations that Spanish university students have, as well as to establish a model that allows them to be categorized and that provides a theoretical explanation for the empirical data. With a causal correlational research design and using an ad hoc questionnaire as an instrument of measurement, to investigate which practices they consider to be dishonest, if they have ever carried out these practices and the main reason for this. 461 university students in Education (degree and master’s degree) at five Spanish universities participated in the study. From the exploratory factor analysis, one factor is identified relative to the concept of plagiarism, two about what they do, and three factors about why they do it. With this, a confirmatory factor analysis is performed on the empirical model based on the type of relationship that, according to the students, occurs between the concept of plagiarism and its constituent elements, the actions considered plagiarism carried out by these students and the various reasons for carrying them out. A model is obtained according to the statistical indices: standardized Chi square (1.9), goodness of fit (0.97), goodness of corrected fit (0.97), comparative fit (0.95), mean quadratic approximation error (0.04) and Akaike’s informative criterion, which is lower than the independent model. It concludes by identifying a pattern in which, despite knowing what «plagiarism» is and its consequences, three interrelated reasons are justified for plagiarism: «internal» to the person, «external» to them and lack of motivation and interest in the task.

This article focuses in part of the results of the implementation of the European project DIYLab in five bachelor’s degrees at the University of Barcelona (Primary Education, Early Childhood Education, Social Education, Education and Fine Art). The project was carried out in six elementary and secondary schools and two Universities of Spain, Finland and the Czech Republic. The main focus was to incorporate learning modalities related to the Do it Yourself (DIY) culture, fostering creativity, collaboration, self-regulation, authorship and a critical use of digital technology. Following a methodology based on the principles of participatory action-research (PAR), we first organized discussion groups with teachers, students and, in the case of elementary and secondary schools, families. Then, we defined the implementation, based on the characteristics of each institution and the formative actions organized with the teachers. During the teacher’s professional development, the participants proposed that students create audio-visual productions collaboratively about their learning and the processes that propitiated it. Simultaneously, we created the open digital platform DIYLabHub with the aim of sharing the productions created by students. During the implementation at the University of Barcelona, 471 students collaboratively created and shared 76 audio-visual objects in the Hub and the researchers carried out observations, recordings, field notes and discussion groups. In this article, we present the results of the analysis and the conclusions of how teaching and learning practices were transformed, how teachers’ and students’ attitudes and roles were reconfigured, and the possibilities of sustainability of the DIY culture in Higher Education.

The following investigation aims to analyze how educational resources, textbooks in this case, help to develop the visual literacy of Social Sciences primary education students. This type of literacy is a fundamental aspect in any educational stage as has been confirmed recently by research. To this end most widely-used textbooks from a specific territory since 2006 have been selected and it has been used a research method that combines quantitative (ex post-facto) and qualitative (conceptual categories analysis) procedures applied in activities with figurative illustrations of the History units. The sample is composed by 29 textbooks of the subjects ‘Conocimiento del Medio’ and Social Sciences published under the two last educative laws applied in Spain. The study has resulted in a database composed of 2604 entries, of which 1068 correspond to the activities analyzed (based on 438 illustrations) and 1536 to the illustrations that despite being included in the manuals are not used in any activity. Results show that those resources fulfill an ornamental function and that there is an excessive presence of purely descriptive activities that do not delve into these historical sources included in the textbooks. All of this assumes non-judgemental positions towards visual messages in students and contributes to impoverish their communicative competence in the treatment of graphic information. Along with this, the capacities that these types of resources can present for the development of complex cognitive abilities linked to the historical thinking of the students are limited.

This paper deals with the analysis of pre-service training of primaryteachers in the area of physical expression. Its aim is to compare the contents of the teaching guides with the key concepts which are considered essential by the scholars in the field of the expressive movement technique. From a twofold methodological perspective, a descriptive and documental analysis of the subjects present in the primary school teaching degrees taught in Spanish state universities was carried out. Due to the existing diversity and heterogeneity of these programs, only the subjects where the concepts of «corporal, expression, movement, expressive» appeared were selected.General aspects of the subjects such as number of credits, theoretical andclassroom teaching percentage, and the «Contents» section of the teachingguides were included. The results obtained show a current trend to considerphysical expression as a dispensable area in the training of prospectiveprimary teachers as it only has 6 ECTS credits in an elective course, outof all the credits of the degree. The subjects, from a more practical thantheoretical approach, present contents of a different nature with hardly anyreferences to the own technique of the discipline, pointing to the teachingof various techniques of dancing, dramatization, mime or playful activitiessuch as games, songs and acrosport. References to creativity or to the creative processes are also scarce in the total balance of the guides. Our conclusions offer some guidelines to lead the didactics of body language in the degrees with the aim of transmitting students the knowledge needed to implement the discipline as a learning of unquestionable value in schools.

This article addresses some current aspects about the university in theeducational philosophy of John Henry Newman. Specifically, the paperwill try to demonstrate how the ideas of this English thinker are valid inorder to reorient the conceptual crisis in which this institution is nowadaysembedded. From Newman’s point of view, there is an initial discussion of the problems associated to the educational pragmatism that invades university classrooms, and the orientation of students towards the labor market. On the other hand, the importance and necessity of truth in the classrooms and the prestige of the teacher as a committed guide in search of it will be clarified.Both ideas defended by Newman have disappeared from many westernuniversities of our time, with the negative consequences that this loss entails. In addition, Newman proposes the promotion and development of the minds of university students through the lessons they are taught. This will take place in every discipline through what this author calls the development of the «philosophical habit», which will also be explained in this document: an approach to subjects beyond their technical and useful dimensions, creating in the mind of the students a true interdisciplinary of sciences. Once this goal is achieved, according to the liberal university promoted by Newman, the members of the academic community will be able to personally link to the so-called free knowledge and the personal benefits of academic life. They will be building a true alma mater university, which will expand and gain prestige from the service it provides to society.

The University must be understood under the framework of the sociohistorical processes of its origin and the current conditions that expose it to claims, pressures and tensions. From this perspective, the present work aims to debate the relationship between higher education and the market, highlighting the influence that this alliance has in the setting and resignificance of the functions that the university embraces: teaching, research and extension. This way, the aim would be to analyze the effect that the diverse postures have in relation to these functions, which move between democratic trends of public spaces, access to knowledge and others that promote the commercialization of higher education. Considering the former analysis, different models have been mentioned which reflect several ways of appropriation and specification of the functions of university in the context of quasi market, causing specific pressures on the setting of the conditions previously stated. Finally, it is concluded that the university has taken an essentially functional model linked preferably to the labor world and the market in a linear, mercantilist and acritical format; causing a systematic separation of its classic role of critical transmission of scientific knowledge and the cultural and human formation.

The relevance of tutoring in universities has increased in recent years.Its purpose is to offer training in parallel to the social and economicprogress, and to create a common European system that is more competitive and of higher quality. Orientation and mentoring become essential and relevant processes for personalized teaching, which requires identification of student’s tutoring needs for implementation. This study aims to increase the knowledge of mentoring and student needs through the design and validation of an ad hoc questionnaire, applied to 572 students in the second, third and fourth year of the different Degrees in Educational Sciences. The Confirmatory Factor Analysis shows the validity of the fivedimensional structural model around which the tutorial content must revolve (adaptation to context, personal identity, integration, teaching-learning and professional development), with the development and professional insertion being the dimension where students state that they feel a greater need for accompaniment and support. Those related to adaptation to the university context and the development of personal identity are the least mentioned.The analyses performed show differences based on the year and degree ofthe participants and indicate the importance of developing an integral andcomprehensive model of university tutoring, adapting the interventions to the real needs of the students.