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

Teaching innovation is an area of increasing interest in terms of the institutionalization of equality and diversity policies. The objectives of this qualitative study are to ascertain the institutionalization of teaching innovation on equality and diversity at the national level in Spain, as well as the meanings and experiences of the teaching staff on projects awarded within this modality at a specific university. The information contained in the websites of Spanish universities on innovation in equality and diversity limited to four academic years (2016 / 17-2019-20) has been recorded and analyzed and, as a case study, interviews have been carried out with teaching staff with projects in this matter and to those responsible for innovation. The results show that, despite the efforts made by Spanish university institutions in recent academic years, a joint proposal for inclusive attention to diversity is not offered in teaching innovation programs. The fragmentation of diversity, inclusion and equality perceived by teachers encourages us to consider and design actions to improve the coordination of university policies and classroom practice.

Social media are present in everyday life. This presence has transcended and penetrated the educational sphere. In order to analyze the reason why this happens, this research was based on the Theory of Uses and Gratifications, applying the Social Media Perception Scale (Saini and Abraham, 2019) to a total sample of 160 teachers (56 teachers in their initial training and from seven different universities, and 104 active teachers from 30 schools). The results showed that the highest scores corresponded to the sharing of resources and/or materials, collaboration, and the usefulness of social media. In contrast, the lowest scoring dimensions were social relationships, facilitating conditions, and social influence. In any case, it was the trainee teachers who scored the highest in all cases. The results obtained confirmed the proposed theoretical model according to which the educational use of social networks is explained by adoption and purpose. Finally, it is concluded that both pre-service and in-service teachers use social networks to exchange resources and practices beyond the classroom, which is an important way for them to improve the understanding of new concepts and ideas.

This work aims to analyze the aesthetic ideas of third year students of Compulsory Secondary Education (14-16 years) in a Spanish educational center, located in the Region of Murcia. It is a study about their perceptions and how they construct a discourse based on the delimited research problem, the sources (images) provided and the previous ideas from the different spaces where the students move. All this associated with the consideration of heritage, understanding the aesthetic dimension as an essential part of historical culture, and, in any case, in relation to the conformation of identities. With this purpose, we carried out a phenomenological study, with the participation of 107 students, connected to a didactic proposal. For its analysis, with an inductive-deductive categorization through Atlas.ti 7.0, we assumed the conception of the historical discipline as intimately linked to the elaboration of discourses. The results show an association of the artistic product with the artistic style understood as a closed product, a scarce contextualisation of the sources as a skill of historical thinking and an influence of the collective imagination, through memory, associated with monumental constructions and the baroque style.

This paper aims to understand the higher education teachers’ perspectives facing the necessity to adopt a full online learning methodology brought by COVID-19 pandemic situation. For this, we carried out a quantitative study by means of an online survey of teachers at the University of Valladolid, belonging to different categories and areas of knowledge. The aspects dealt with were, a) the tools used for teaching and evaluation, b) the perception of the teacher's previous preparation, c) the personal assessment of the work carried out, and d) the limitations observed in the development of teaching activity. The main conclusions include the high number of teachers who had never taught online, the feeling of unease when faced with an unknown scenario, the excessive stress derived from the need to transfer teaching to an unknown scenario, the excessive use of transmission of contents via virtual campus, the perception of ICT as mere assistants of the teaching-learning process or the excessive concern for plagiarism linked to the evaluation via exam.

We present a systematic review of studies from the last 25 years (1997-2021) that analyse, from different models, the knowledge of primary school teachers to teach statistics and probability. Based on a review of the JCR/SSCI, Scopus, Eric, Google Academic, Science Direct, World Scientific, Springer and Wiley Online library databases, 34 studies were identified and analysed according to two objectives: 1) to identify the participants, the mathematical knowledge and the knowledge model used; 2) to identify, in the studies with in-service teachers, the data collection instruments and the results obtained. The results of the first objective show: 1) a predominance of studies with future teachers; 2) a greater number of studies on knowledge to teach probability; and 3) the most used models are the Mathematical Knowledge for Teaching (MKT) and the Didactic-Mathematical Knowledge and Competences Model (CCDM). Regarding the second objective, the most used instrument is the questionnaire and the studies report low knowledge.

In order to know the level of emotional competence of future education teachers and evaluate the incidence that different personal and academic factors, we have used binary logistic regression and classification trees. Non-experimental design was carried out, with a sample of 359 students from the Faculties of Education of the University of Malaga and Almería. The results show that variables such as university access scores, the average mark of the first four-month period of the first year of the degree, the effort before the study, being a repeater, the choice of the degree as the first option and having siblings are significant predictors in the logistic model, where the last variable has the greatest determination capacity. Furthermore, in the segmentation tree it has been obtained that those students who do have siblings have a higher level of development of emotional competence, with a probability of 69.2% and if they have also chosen the degree as the first option, this percentage is increased to 75.9%. It can be concluded that it is essential to institutionally establish sufficient conditions so that teachers can detect the predictor variables and establish training strategies that allow increasing the level of development of the competence emotional.

Critical Visual Literacy is a process by which meanings are interpreted and constructed from visual texts. Its practice reveals the ideological orientation of those who create the images, while awakening the social conscience of those who read them. The purpose of the present research was to determine how future Early Childhood Education teachers understand this practice. The methodology used was qualitative, by focusing on a case study for which a training plan was designed as a process in which the teachers began by reading the images, after which they had to relate these to the social and critical aspects of urban art. The initial results reveal different levels of understanding of the practice, as well as the difficulty involved in interpreting the meaning of the images and evaluating them critically. It is concluded that a limited number of the participants can analyze the intentionality of the creator of the work and a smaller percentage are aware of their own ideological positions. However, several are able to identify relevant social contents, which they consider from multiple perspectives. 

This paper explores the nature of the comorbidity of developmental dyslexia (DD) and dyscalculia (DC) and the shared and differentiating cognitive deficits of both disorders. The aim is to help school psycho-pedagogical assessments adjust to the complex and comorbid reality of developmental disorders that give rise to specific learning difficulties (DEA). To this end, a systematic review is carried out according to the PRISMA norms of empirical works, in the PubMed, Web of Science (WOS) and Scopus databases in the period 2009-2020, of articles that include mixed samples for the comparison of both common and differentiating cognitive deficits in each disorder. Differentiating deficits and those which overlap in the comorbid group are identified on an additive or interactive basis. The results are discussed in terms of their implications for school diagnosis and educational practice, highlighting the need to assess all modalities of working memory and the speed of processing and retrieval, as well as the preparation of specific guidance reports for teachers about the performance of DD and DC in the different curriculum areas.

This article develops the analysis of a block of questions posed to 2124 students in 5th and 6th grades of Primary School in which they were asked what they had learned after reading some of the books most read by boys and girls aged between 10 and 13 years in the report Reading Habits and Book Buying in 2018. The aim of this analysis was to test two hypotheses: that boys and girls are indeed influenced by YJL and that they construct various stereotypes, including gender stereotypes, from their reading, and that there are differences with regard to the learning that boys and girls extract from their reading. As the data collected show, there are indeed differences in the appreciations that boys and girls make of the readings which also leads to the conclusion that certain stereotypes are therefore generated, which are detailed here.

The post-COVID school has been accompanied by a series of hygienic-sanitary and organizational measures that have limited the inclusive practices that have been carried out in schools. The aim of this research is to know and analyze the school experiences, in terms of inclusion, of students with special needs during the academic year 2020/21, from the voices of the teachers involved. Methodologically, we proposed a qualitative research in which we conducted virtual semi-structured interviews and focus groups in which 37 special education teachers from the autonomous community of Andalucía participated. From the final exchange, situations of school exclusion emerge, as a consequence, on the one hand, of spatial separations within schools (bubble groups), and, on the other hand, due to the lack of resources for the attention of students enrolled in regular classrooms and special education classrooms that have limited their social, emotional and learning experiences; these situations show that talking about diversity in school, before and now, is still synonymous with exclusion.