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546,196 artículos
Año:
2022
ISSN:
2341-2313, 0210-2773
Postigo, Álvaro; Mendes, Ana; García-Cueto, Eduardo; Almeida, Leandro S.
Universidad de Oviedo
Resumen
Grit is an important variable to predict success indicators in various contexts, including academics. However, there are few instruments for measuring grit to support research. The aim of this study is to consolidate the validation of Oviedo Grit Scale (EGO) namely taking its validation in Portugal. A sample of 285 Portuguese participants was used (Myears = 18.46; SDyears = 1.30). In addition, a sample of the Spanish population was used to analyze the measurement invariance (330 participants; Myears = 23.01 and SDyears = 3.22). The unidimensionality of the EGO scale was confirmed in the Portuguese context, also showing scalar invariance between both populations. The reliability of the EGO scale was excellent (ω = .96), and it showed a moderate correlation with subjective well-being (r = .28) and with confidence to finish the academic year (r = .33). The EGO scale can be used to study grit in Portugal.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Martinez Garrido, Cynthia; Hidalgo Farran, Nina; Márquez Vázquez, Carmen; Graña Oliver, Raquel
Universidad de Oviedo
Resumen
This research seeks to understand the conceptions of democracy in teacher education in Spain. For this, a phenomenographic study is developed with 58 teachers selected based on the educational level they teach and the ownership of the school. The results indicate the existence of three categories of conceptions about what democracy in education is: i) that which refers to the participation of agents in the school and its functioning, ii) that which considers it as the sense of belonging and emancipation of the protagonists of the educational process and, iii) that which understands it as a social responsibility of the school and its protagonists. Knowing the teaching conceptions about democracy in education helps to advance towards an education in democracy in which democratic values are taught and everyone has the opportunity to live together and participate in decision-making processes.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Trull-Oliva, Carme; Corbella Molina, Laura; Valdivia Vizarreta, Paloma; Rodrigo-Moriche, Mª Pilar
Universidad de Oviedo
Resumen
There is few evidence of youth empowerment in the field of scientific research. To contribute to this end, the objectives of this a case study are i) to analyse whether the roles, responsibilities and relationships in the HEBE Project favour the empowerment of young researchers and ii) to analyse the actions carried out for this purpose, based on the reflection of the research practice itself. For this purpose, a questionnaire focused on the factors involved in their empowerment and a rubric to assess the contribution to the dimensions of youth empowerment are applied. The results show that the diverse teams and democratic and participatory working styles favours the empowerment of its young researchers and their academic and professional development. It identifies barriers and challenges in the development and promotion of young researchers are identified, regarding social commitment, gender equality, personal wellbeing, and job insecurity.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Ayuso Lanchares, Alba; Santiago Pardo, Rosa Belén
Universidad de Oviedo
Resumen
The COVID-19 crisis has led to an increase in the use of videoconferencing for educational inclusion. One of the practices to be carried out with people with intellectual disabilities through videoconferencing is dialogic reading, characterised by simultaneous reading aloud and group reading using interactive techniques. The aim of this study is to analyse the process of applying dialogic reading with people with mild intellectual disabilities (MID) in two modalities: face-to-face and virtual. A case study is used with a mixed methodology, with the participation of 10 adults with MID, carrying out 5 face-to-face and 5 online dialogic reading sessions. Video recordings of sessions, Mean Sentence Length (MSL), percentage of communicative interaction and an ad hoc Likert questionnaire, filled in at the end of both face-to-face and online dialogic reading, were used. The results indicate that both modalities are satisfactory, but it should be noted that in the face-to-face sessions the following are greater: the self-perception of improvement, the amount of personal opinions expressed and the initiative of the participants; in the virtual sessions the MSL and the percentage of communicative interaction of the speech therapist are greater. Finally, recommendations are made for online dialogic reading sessions with adults with MID.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Civic moral disengagement, empathy, and attitudes of prospective teachers towards cultural diversity
Cabrera-Vázquez, Antonio; Romera, Eva M.; Ortega-Ruiz, Rosario; Gil del Pino, Carmen; Falla, Daniel
Universidad de Oviedo
Resumen
The lack of moral commitment and empathy has been related to transgressive behaviours that deteriorate school coexistence. However, there is little scientific and educational work that highlights the relationship between these two variables and the attitudes of teachers and future teachers in the context of a society that tends towards cultural diversity and inclusive education. The study presented here analyses these attitudes in a total of 710 university students of Early Childhood and Primary Education (82.0% female; M edad = 20.72; SD= 3.93). This was a retrospective ex post facto cross-sectional study using self-reports. Results confirmed a significant inverse relationship between positive attitudes towards cultural diversity and certain expressions of civic moral disengagement. Cognitive and affective empathy were also found to exert an indirect effect on this relationship. The importance of working on empathy and morality transversally in the curricula for the training of future educators is discussed given the importance that should be attributed to attitudes and moral civic engagement towards an egalitarian education that develops critical thinking in the classroom.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Tejedor Calvo, Santiago; Cervi, Laura; Robledo-Dioses, Kelly; Pulido Rodríguez, Cristina
Universidad de Oviedo
Resumen
TikTok is the most downloaded app after Whatsapp and Messenger currently. In the educational field, this social network set a precedent in Spain, when in 2020 developed the #Edutok project. We have analysed the content of 800 videos from Spanish tiktokers accounts considered as part of #Edutok. The aim is to study profiles, type of educational content, predominant themes, emotions involved, type of interactions, use of resources, between others. We have found that the educational exploitation of TikTok is at a very early stage, aspect that is linked to the social network's youthfulness. It highlights the platform's multi-thematic idiosyncrasy and the absence of educational guidelines that lead to videos that prioritise humorous content over invitation to debate and that do not take advantage of resources typical of audiovisual narratives, such as excerpts from documentaries, or films. We understand that the use of TikTok as an educational tool will require theoretical and practical research that, on one hand, contemplates its particular idiosyncrasy and, on the other hand, applies, in this new scenario, lessons derived from the multimedia, collaborative and bidirectional educational work of other platforms.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Maravé-Vivas, María; Salvador-Garcia, Celina; Santágueda-Villanueva, María; Gil-Gómez, Jesús
Universidad de Oviedo
Resumen
Not only university education should foster the instruction of professional skills, but also it should promote the integral development of students. This approach is especially necessary in teacher training courses, highlighting the need to implement methodological strategies that make this possible. The effects of Service-Learning on students' civic skills and attitudes were analysed (n=117) using a mixed methods approach. The quantitative results show a statistically significant improvement in the overall questionnaire. In addition, the qualitative perspective allows us to deepen into the learning related to the dimensions that showed statistically significant improvements. The results obtained suggest that Service-Learning is an ideal strategy to foster the development of civic skills and attitudes of future teachers.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Raso Sánchez, Francisco; Santana Aranda, David
Universidad de Oviedo
Resumen
The importance recently acquired by satisfaction studies in pedagogical institutions has caused scientific interest for the welfare of the members of the educational community to increase considerably, given the relationship of this variable, not only to labor productivity, but to the quality of personal life, something especially necessary in today's times. In this regard, we present the following study, funded by the Ministry of Science and Innovation of Spain, whose main objective is to know the satisfaction of teachers in rural schools in the province of Granada in relation to their self-realization and degree of professional development, for which a descriptive and non-experimental research, focused on the implementation of the survey technique on a sample of 221 teachers in Grenadian rural public schools (CPR) was designed, which revealed, among other findings, that these professionals are highly pleased with the achievements in their work, being especially remarkable in this line, both the support granted by their respective centers and the freedom and autonomy they usually enjoy for the exercise of their work.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Sanz Ponce, Roberto
Universidad de Oviedo
Resumen
Detecting the difficulties that students perceive in their first contacts with the profession is essential for adapting their training. For this reason, this article aims to confirm the validity of the Teaching Problems Inventory (Jordell, 1985) for a sample of teacher training and Master's degree students. For this purpose, Confirmatory factor analysis (CFA) of the Teaching Difficulties Scale were performed to confirm that the theoretical structure proposed by previous studies fit our data. The goodness of fit was good overall, indicating that the four factors proposed by Cañón (2012) fit the data appropriately. Additional revealed a strong relationship of the items to each factor and the lack of collinearity between factors. Reliability analysis indicated that the items produced reliable scores in each factor as well in the total score. Finally, sensitivity analysis showed that the scale was sensitive enough to capture different ratings with different groups of age.
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Año:
2022
ISSN:
2341-2313, 0210-2773
Vizoso, Carmen
Universidad de Oviedo
Resumen
The aim of this paper is to analyse the publications that consider job demands-resources theory to explain motivation and wellbeing among teachers. To this end, 26 papers were selected in three databases ((ERIC, WoS and SCOPUS). The review reveals the importance of this theory acquired in recent years in the educational field. In the revised articles highlights the relevance of job resources, namely social support, and job resources, such as self-efficacy, to develop work engagement among teachers. Besides, the papers showed the relationship between job demands, like work overload, and burnout. Therefore, this review allows to confirm the relevance of the job demands-resources theory to design work environments that protect teachers’ well-being and their professional development.
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