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

This article presents the results of an evaluative research whose objective was oriented to carry out a meta-evaluation exercise of the postgraduate teacher evaluation of the Santo Tomás University, during the period 2017-2020. The theoretical referents are placed in order of the categories: educational evaluation, the evaluation of the teaching staff and evaluative research, as well as the institutional referents that were considered within the process. The research is located in the qualitative paradigm and corresponds to an evaluative research methodology that permitted the eight-step design that oriented the accomplishment of the study. This made possible the meta-evaluation of the teaching evaluation of the postgraduate courses of the Santo Tomas University, where students, teachers, program directors, and deans of faculty participated in the diagnosis, working tables, application of piloting, evaluation of the final instrument, and implementation of the evaluation. The achieved results are presented in coherence with the methodology, considering that institutional policies and procedures were not implemented, together with the fact that the teachers' right to reply was almost nil. On the other hand, the most relevant is the definition of a personalized teacher evaluation according to their work plan, and the evaluation of the performance of the teacher staff hired by order of service provision. All this led to the consolidation and parameterization of an institutional application. Finally, some conclusions of the process and recommendations of a methodological nature are outlined to carry out this type of work in multi-campus higher education institutions.

This article investigates the production and circulation of scientific knowledge on non-sexist education between 1970 and 2020 to account for the adopted meanings as a proposal for diagnosis and pedagogical intervention from categories, methods, and ethical positions -politicians. This article investigates the production and circulation of scientific knowledge on non-sexist education between 1970 and 2020 to account for the adopted meanings as a proposal for diagnosis and pedagogical intervention from categories, methods, and ethical positions -politicians. Methodologically, 203 empirical articles were selected through a systematic mapping study from the databases Scielo, Scopus, Web of Science, Taylor & Francis, Jstor, and ERIC. The articles were analyzed in terms of their general description (periodicity, trend of journals, and geographical distribution), the methodologies used, and the topics covered. Moreover, the results show a growing field of research with a focus on English-speaking countries. Likewise, the use of qualitative methodologies with an emphasis on higher education and an increasing interest in secondary education stands out. In conclusion, three hypotheses result from the present research: the evolution of the epistemological and methodological approach to non-sexist education, a research field that fails to institutionalize itself, and the social movements in favor of the portrayal of gender and sexuality in education. 

This systematic review was aimed at establishing the main characteristics of service learning projects that were designed to develop professional linguistic competences in university students involving a translation modality. The information collected will be specifically used as a guideline for the design of service-learning projects that facilitate the development of the translation competence in students of Chilean undergraduate translation programs. The review was carried out at the Web of Science data base and included papers published from 2015 to 2020. The content of the papers was reviewed in order to select those which gave account of empirical studies about the didactic use of service learning. 20 papers were considered suitable for inclusion and a data matrix was built to facilitate the systematic analysis of data sets. The results showed the context in which service learning projects were implemented, the educational area, the service tasks and the instruments used to measure their effects on students. The analysis led to the conclusion that translation tasks can be related to the delivery of community services which can also facilitate the development of linguistic and cultural competences among other abilities. The results also showed a correlation between students’ motivation and the construction of a new professional identity that makes them aware of their role in the battle against inequality. This review is aimed at establishing a theoretical foundation for the design of service projects that produce similar effects in Chilean university translation students by building mutually beneficial relationships between students and the community.

This research starts from the premise that preschool teachers’ professional identity is strongly determined by gender stereotypes and trapped in the ideal of women as mothers. This professional identity feminization would be the historical discourse effect, heir to the charitable beneficence and maternal role projection, which reveals the educator’s emotional role. The aim of this study is to interpret the pre-service preschool teachers’ professional identity from a regional public university, through 53 professional autobiographies written by 2016, 2017, 2018 and 2019 senior students. The methodology, of an interpretative type, is framed in Discourse Analysis, from Cognitive Linguistics and metaphors theory. The analysis is developed in two stages. The first one is an interpretative approach to professional identity, through metaphorical analysis. In the second stage, autobiographical milestones are reviewed to define elements common to the life stories that allow the interpretation of their professional identity. The study allows to verify the initial assumption and establish how they shape their identity through the trope of the mother.

This study analyzes the elements described and implemented in the model of Intercultural Bilingual Education in Honduras that has as a tacit result the revitalization of the Pech language. The investigator applied a qualitative methodology, supported by documentary research through the method of documentary analysis and the collection, processing, and interpretation of educational statistics. Structured interviews were applied to all the informants (16 in total), as well as interviews with principals, teachers, parents, and community leaders. The qualitative data was processed through the transcription of audios. Regarding the results of the structured interviews, the results of the documentary research, and the theory, they were triangulated. Prior to this, the author carried out a documentary investigation, where the documents obtained in the data collection process were taken as a sample. The main results show the breakdown of the intergenerational transmission of the Pech language. Speakers represent 4.19% of the 2,122 that live in the indigenous nucleus where this study was carried out. Gradually, the Pech language has been displaced by the official one, Spanish, at home and at school, work, and public life. Taking into account that Pech language is considered a second language in the Basic National Curriculum, the educational materials that exist are not enough. The bilingual intercultural education model, whose primary function is to revitalize the Pech language and initiate a literacy process for the population, has not yet succeeded. The cultural value that the language has for the Pech is a symbol of identity that has potential for its revitalization.

Students in the Dominican Republic have demonstrated a low performance with regards to literacy competence, influenced, among other factors, by their own individual attitudes towards reading and their teachers´ knowledge about emergent literacy. This study examines teacher reading profiles and knowledge as it applies to emergent literacy instruction for first graders in the Dominican Republic through a mixed, descriptive-correlational study. A stratified probabilistic sample was selected during the quantitative phase of the study with a confidence level of 95%. The sample consisted of 465 teachers who completed a survey on the study variables. Three of these teachers were also interviewed during the qualitative phase. Findings reveal that 55% of these teachers were occasional readers (had read one to three books in the past year) and 28% were apparent or false readers. Self-improvement served as the main driver for learning, since many teachers have little access to literature. Likewise, much of the faculty found it difficult to  state a clear concept about the emergent literacy approach that should guide their teaching or which stategies should be used for improving student literacy. Yet, results reveal the importance of developing reading habits during teacher-training programs and promoting public policies that impact access to books and cultivating a culture of reading in schools and communities.

Social distance, as a sanitary protocol, during the Covid-19 pandemic, altered learning processes at all levels. The transition from in-person to distance learning urged initial teacher training centers to implement a series of efforts to adapt their educational processes. This study’s objective was to explore those adaptations and describe how teacher trainers and trainees, in the 2018-2020 cohort of two private educational centers in Guatemala, assessed them. It was a qualitative study with a narrative design and a descriptive scope. A series of focus groups with twelve teacher trainees and interviews with ten teacher trainers were conducted to explore the adaptations as well as the participants’ views on those adaptations. The resultant information was processed using the Constant Comparative Analysis Technique in which speech was segmented and codified in three stages: open, axial, and selective. Atlas.ti software was used for this task. These findings led to good practices such as modeling emotional accompaniment with students and the diversification of pedagogical mediation to include children’s families as they turned into co-educators. There were also some challenges such as the urgent need to incorporate ICT in psycho-pedagogical subjects and the creation of online teaching practice opportunities. Some possible ways to compensate for those challenges can be training for teacher trainees and trainers in virtual learning environment management.

The analysis of self-regulated learning has been widely addressed in the international context; nonetheless, it is necessary to deepen it in the context in which the present work was carried out. Despite this type of learning process counts with 10 years of antiquity in the Argentine Republic, a gap in knowledge about primary and secondary levels of the educational system remains for experiences and research about this topic are not abundant. Hence, this article describes a novel study, whose main objectives are: to describe the differences in self-regulation of learning based on institutional belonging and gender in 6th-grade high school students who attend 4 schools located in the northern zone of the province of Buenos Aires (Argentina) and to analyze whether the hours dedicated to study affect the self-regulation profiles of student learning. To carry out the quantitative, descriptive, exploratory, and correlational work, the investigators used a sample of 203 students, who completed a sociodemographic questionnaire and the Questionnaire on Motivational and Cognitive Strategies. From the collected data, the authors completed descriptive, MANOVA, Cluster, and ANOVA analyzes, which allowed meeting the stated objectives and suggesting pedagogical orientations.

Children's literature books in the Honduran context are scarce, foreign, and are unrelated to families’ daily life, additionally they are not always an available resource at home. This situation limits the literacy context of families with low socioeconomic status. This study explores the meanings that ten families with preschool children in the Villanueva neighborhood of Tegucigalpa, Honduras, give to the contextualized children's literature books created for this purpose and their reading experiences with this resource. Contextualized children's literature is defined as literature whose text and images illustrate the local context of the community to be studied. In this qualitative phenomenological design, direct observation of reading sessions was used for data collection. Semi-structured interviews were also conducted with the same sample of families. The data collected were analyzed through the interpretative phenomenological model with the assistance of MAXQDA. Contextualized children's literature proved to be a medium that enriches the literacy context, because it motivates adult readers and pre-school children to participate in reading activities and to talk about their social reality, that is why its use is recommended.

The objective of this article is to make an analysis of the transformations of the public space of the Minuto de Dios neighborhood from the perspective of urban pedagogy, using as a reference the perspective of the founding inhabitants. Its foundation is a thesis developed in the Master of Education program at Universidad Pedagógica Nacional. The methodology used was exploratory and descriptive. The information collected shows an urban project started in the mid-twentieth century, which became a model of community development at the Latin American level under the leadership of Father Rafael García Herreros. However, with the passing of time, the neighborhood's public space has been transformed, to which the inhabitants have responded proactively. From the perspective of urban pedagogy, it is concluded that the founding inhabitants make a reading of the transformations of their public space that exemplifies what it is to learn from the city, a skill that requires to be developed to a large extent by the inhabitants of the cities of the XXI century.