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

Basic education teachers not only use information technology to teach, but it is also an important resource in their continuing education processes. This article has the purpose of characterizing the online training offer for in-service basic education teachers in two case studies from different areas of administration and management: in Mexico and in the Autonomous Community of Catalonia, in Spain. The study is exploratory and descriptive, based on a content analysis of the electronic pages of the institutions that offer blended courses or diplomas for basic education teachers. The search was done from January to March 2020. 34 electronic pages were found and analyzed (12 Catalan and 22 Mexican), and 341 Catalan and 257 Mexican training actions. The results are presented based on four topics: governance or decision-making, content of the offer, training incentives and providers. The importance of deepening the investigation of the results of the specific proposals of the training institutions in a context of high demand and of reviewing the agreements between governments and providers is concluded.

The objective of this study was to describe the effective teaching of professors of a degree program in Communication Sciences, according to the perception of students of initial and advanced semesters. It is a qualitative study based on symbolic interactionism. Sixty-one students from the Universidad de Sonora (UNISON), a public institution in the State of Sonora, Mexico, participated. A two-topic guide was used, which the students answered by means of the written composition technique: a) activities that teachers do that make you learn and b) characteristics that teachers have that make you learn. Students’ responses were analyzed in the MAXQDA2020. The main findings indicate an 80% overlap between the five categories of effective teaching, which emerged from the responses of students in beginning and advanced semesters. The four overlaps out of a total of five categories were: 1) makes classes dynamic, 2) explains clearly, 3) mastery of content, and 4) enthusiasm. The differences were as follows: while for the initial semester students the category provides confidence arose, in relation to the advanced semester students the category use technology emerged.

This article analyzes some attitudes, interactions, and practices associated with goals, values, motivations, and expectations of principals, teachers, parents and mothers of families from five public primary schools identified as having low school effectiveness. Initially, a statistical analysis of the ENLACE 2012 and PLANEA 2015 and 2016 tests was carried out, which identified schools with high and low school effectiveness. Through qualitative case studies, it was explored how managerial management and leadership, teacher and family involvement influence the effectiveness of these schools. Some findings indicate trends in ineffective schools towards authoritarian management, there are communication, leadership and organization problems; there is little teacher commitment, low expectations of educational achievement, traditional pedagogies are used and focused on the reproduction of content. There is little family involvement, family-school relationships are fractured, hierarchical and distant, which in general promotes a school climate with tensions, sometimes conflict and low educational achievement.

The objective of this research was to identify the volitional strategies that university students with different learning styles implement. Hence, learning styles and volitional strategies were distinguished. After that, the different volitional strategies used by students with different learning styles were determined. The study was qualitative; the phenomenological method was used to understand the students’ experiences when using volitional strategies according to their learning style. The participants were 47 women (58%) and 34 men (42%) from a public university in the State of Puebla, aged between 18 and 48 years (M = 21.67; SD = 4.91). However, only 18 students were interviewed. The CHAEA questionnaire was used to identify the learning styles and an interview, previously validated, included four categories: Motivation control, Emotion control, Behavior control, and Environment control. The results obtained showed that the strategies most used by the students were those of behavior, followed by those of motivation and emotion. The least mentioned was the environmental control strategy. It is suggested to introduce in the teaching and learning process the development and strengthening of these strategies to favor the students’ academic achievement.

Coming from few studies focused on the evaluation of learning in multigrade schools, documentary research was carried out that sought to account for difficulties, experiences, and proposals for evaluating the learning of teachers who studied the Specialty in Multigrade Teaching of the Normal Veracruzana, between 2015 and 2021. It became a multigrade teaching perspective that highlights its pedagogical value through the integration of the principle of flexibility in teaching practices. From a qualitative approach, and with the support of documentary analysis, a corpus of data was integrated, made up of products built by teachers in front of a group at the specialty Learning Evaluation Seminar; a content analysis was carried out with the support of Atlas.ti. The results indicate the presence of difficulties in the development of a formative evaluation that diversifies agents and is supported by varied techniques and instruments. When experiencing new forms of evaluation, teachers adopt potentialities in observation, the promotion of student-student hetero-evaluation, as well as in self-evaluation. They selected the anecdote, the portfolio, the rubric, and the checklist as relevant instruments for the multigrade group.

Linking learning processes with neuroscience is one of the challenges that educational research must face in the present century, to give university professors the tools to manage students’ knowledge more efficiently, creating stimulating learning experiences. With this objective, a neuro-educational approach proposal was developed and applied to a University level school to increase students’ ability to understand, analyse and interpret graphs. The proposed learning sequence was specifically applied to the topic of kinematics using the ADDIE model with a mixed approach: quantitative quasi-experimental (using the Z-test) and qualitative. Regarding conceptual gain there are no significant differences between the control and experimental groups, however, from the qualitative approach, students who before the proposed didactic sequence had difficulties to express their ideas in writing and presented problems to differentiate the concepts of velocity and acceleration declare that they identify the development of higher order skills.

En el editorial que publicamos en el número 17 de esta revista, correspondiente al 2018, señalábamos el notable avance y consolidación de la investigación educativa en nuestro estado hasta ese momento, evidenciado principalmente en las actividades desarrolladas desde la Red de Investigadores Educativos Chihuahua (REDIECH), por ser el conglomerado de especialistas en el área más consolidado en la región norte de México. Entre las principales actividades se destacaba el posicionamiento nacional e internacional de sus revistas académicas, el desarrollo de la cuarta emisión del Congreso Internacional de Investigación Educativa (CIIECH) y el arranque del proyecto de Estados de Conocimiento de la Investigación Educativa a nivel estatal (Trujillo, 2018).

The Dynamic Model of Active Learning (MoDAA) arises as a need to build bridges between psycho-pedagogical theory and techno-scientific knowledge areas. The educational trend since the beginning of the 21st century focuses on the learning-centered curriculum and the comprehensive and systemic visualization of the design of learning scenarios. Through MoDAA, the interconnection between cognitive levels is observed, framed by basic communication skills. It is a model that breaks down the levels of abstraction that the student goes through, as exemplified first by resorting to active learning strategies known as the learning case method, problem-based learning, and the case method; the second example is linked to model-based teaching regularly employed in the basic sciences. Finally, ideographic evaluation is proposed as a monitoring method, and socioformative rubrics as the ideal instrument to carry it out. MoDAA is based on constructivist theories in its cognitive aspect: Piagetian Theory of Knowledge and David Ausubel's Theory of Assimilation.

The purpose of this research was to identify the influence of vocation and leadership of secondary education teaching staff to face the educational effects of the pandemic. The methodology is mixed, a questionnaire was applied to measure transformational leadership to 145 teachers and in-depth interviews to inquire about the teaching vocation to 35 participants. Regarding the degree of professional vocation of the teachers, some of them expressed a lot of interest and dedication regarding the learning and self-realization of the students. As leaders, their participation was identified as motivators and promoters of creativity and empathy. One of the challenges that most of the teachers have faced is how to improve the importance and meaning of the classes content, as well as how to encourage knowledge in online classes.

The objective of this qualitative research was to describe the technical pedagogical mentoring (TPM) approach in Durango, through the case study of the perceptions reflected from the individuals involved. Different authors were considered for the definition of pedagogical mentoring, as well as a contextualization in countries such as Chile, Paraguay, and Finland; in addition, legal aspects in Mexico were examined. The approach used was qualitative with a descriptive scope, using a case study methodology and semi-structured interviews as evaluation tools; six teachers, six pedagogical technical advisors and six supervisors, two from each educational level (preschool, elementary and high school) participated in the study. Among the main findings, no supervisor was allowed to choose his or her advisors; in addition, not all schools in each participating school zone were provided with mentoring, but they were chosen according to their development and specific needs. Nevertheless, the expectations of the pedagogical advisors, the supervisors and the teachers who received counseling were met.