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

The present article aims to analyze the tasks of the single-teacher teaching staff (PEU) and determine their training needs in the pedagogical and administrative fields. The research was carried out during the first semester of 2021 in school district 07 of the Regional Directorate of Education of Perez Zeledon, Costa Rica, with a sample of seven people, including six single teachers and their supervisor. The approach used was qualitative, with a case study design. For data collection, an initial analysis of documentary content was carried out, followed by a focus group with the participants and finally, two in-depth interviews were conducted. The results indicate that there are training deficiencies in the pedagogical field, especially in relation to constructivist methods, curricular contextualization, attention to diversity, current competencies and skills, ICT management, and authentic assessment. In the administrative field, there were training needs in topics such as the Quality Education Evaluation Model, financial and administrative management, budgets, minutes, tenders, payroll, infrastructure requests, digital and physical management files, and general plans. Additionally, the study identifies the lack of comprehensive university training and the need for updating and self-training processes in exercise for the PEU. In conclusion, the study shows the importance of more robust training for the PEU and adequate support during their exercise to guarantee quality educational services.

The educational policies of privatization and accountability have configured a context of increasing professional demands that have had an impact on the mechanisms of teacher professionalization and the development of their careers. Chile has been described in international literature as a case on the implementation of these regulations. Likewise, empirical evidence on teachers' professional trajectories has highlighted the role of the collective as a response to these policies, since the collective is a source of learning and identity for their professional development. This study analysed the place of the teaching collective in the professional trajectories of three teachers of Language and Communication in Chile. It analysed the notion of an "us and we" of reference in the context of the Chilean teaching career policy. Based on a qualitative paradigm with an internal narrative design, five to six interviews were conducted with each participating teacher. The narrative thematic content analysis showed a configuration of the collective within the framework of the reconstruction of individual trajectories, in duality and in response to an evaluation policy that devalues at this level. These results conclude a process of ambivalent identification with the teaching collective. The implications of the emergence of a collective discourse in the framework of individual trajectories are discussed.

The results of a 2020 study registered with the Institute of Educational Research (INIE, for the Spanish acronym) are presented. The general objective was to analyze the vocational behavior of students in the Counseling major at the University of Costa Rica between 2017 and 2019. A mixed research approach was applied with a predominance of a qualitative and phenomenological method. From a quantitative perspective, a questionnaire was given to 132 participating students from all levels of the major. Qualitative data was gathered through student focus groups. Results showed that when choosing their major, participating students relied on awareness of their own interests and skills. Initially they were unsure of their vocational goals, but they recognized their interest in entering university and pursuing a major related to human development. Students reported that it fit their personality and that since high school they had thought of a career that would allow them to help others. In addition, they emphasized the importance of their career guidance experiences in high school and university. The study showed students’ satisfaction with the choice of the Counseling major because it favored their personal development and the possibility of working with different populations. The study demonstrated the importance of strengthening career guidance education in high school and first years of university so that students can deepen their knowledge of themselves, their interests, skills, and educational opportunities. Furthermore, it is suggested that spaces be created to increase awareness in the student population of the Counseling major.

The standardized tests used to select applicants to enter the university must guarantee equal opportunities and equity. The item repositories constitute a valuable source of information on the consideration of the item as an object of study. The purpose of the research is to analyze the suitability of the item repository for people with hearing and visual disabilities. The research used a mixed and descriptive approach, it was carried out between 2016 and 2020, 636 items from the repository were used and 5 experts judges participated, the study variables were the judging criteria and the suitability of the item, and the techniques used were the content analysis and the check sheet. We found that 31% of the items in the repository are not suitable for people with visual disabilities and judging criteria are more frequently elements that make reading more complex and contrast between the statement and response options. On the other hand, 58% of the items in the repository are not suitable for people with hearing disabilities and the most frequent judging criteria is unsuitable vocabulary. They indicate the relevance of adjusting the text of the item, suppressing hegemonic visual discourses that possibly affect the execution of the test in people with visual disabilities and the creation of a repository of items in sign language for people with hearing disabilities that guarantee equity in the execution of a standardized test of high consequences for the people who participate in the process of admission to the University.

This article evaluates the incorporation of the theoretical frameworks Nature of Science (NoS) and gender perspective in the course of Physics I at a state university, distance learning, with a population of university campuses from all over the country in the second quarter (May and September) 2022. Strategies were implemented to analyze how science has developed, what have been its internal logics for generating knowledge and the influences of historical and social contexts on its development, emphasizing the participation of women in its construction. The methodological design was mixed, a pre and post-test was applied to 58 students and conversations were held to deepen the results obtained. For the analysis, the differential between the tests and the conversations were obtained and interpreted based on categories established a priori and other emerging ones. The findings show that there are changes in the conceptions of science, in terms of its dynamic nature, the context of justification and discovery. It is possible to understand that social, historical and cultural aspects are involved in the generation of knowledge, however, naive ideas about the scientific method persist. From a gender perspective, the invisibility of women is recognized, the division of labor by sex, a naive position on extraordinary women in science is assumed, and the presence of sexist ideas within scientific theories is not recognized. The women participating in the study achieved greater mobilization towards the expected conceptions of NoS and gender perspective.

The demands of globalization have had an impact on all parts of society and different reforms have been generated in Latin American higher education. The objective of the article was to analyze the organization of the training areas, the distribution of the subjects and the training conceptions of Study Programs of the Physical Education courses of six Latin American countries, namely, Argentina (5), Chile (12), Colombia (5), Mexico (3), Peru (2) and Uruguay (2). From a comparative design, it was characterized as a qualitative and exploratory research based on documentary analysis. The sources were composed of the Study Programs of 29 courses in force in 2020. The results identified 49 areas of training, with the subjects of the areas with the greatest offer being those that indicated the conceptions of Physical Education of the courses: in Argentina, the focus it was in sporting and biological aspects; in Chile, Peru and Uruguay the centrality of training was presented in the pedagogical aspects of Physical Education; in Colombia, there was a formative diversity (humanistic, biological, motor and sports); finally, in Mexico, the predominance was in training for sport. It is concluded that the diversity of training areas generates conceptual confusion in the field of Physical Education, which shows the need to establish a minimum standard for these Programs in the group of Latin American countries studied, in order to reduce the dissimilarity training in these contexts.

University education has changed substantially as a function of the conditions required by the health emergency. The purpose of the study was to identify the attitudes of Peruvian university teaching staff towards work activity, in post-pandemic times, in a public university in Tacna, Peru. It was carried out in the second semester of the 2021 academic year. The research was framed in the quantitative approach, descriptive exploratory research, non-experimental cross-sectional design. There was a sample of 32 university teaching mothers and 42 university teaching fathers. The questionnaire was assigned and implemented online. Content validity was applied and obtained a high reliability. The results showed that university parent teachers presented a favorable attitude level in the cognitive, affective and behavioral dimensions, while university mother teachers presented an unfavorable attitude level in the cognitive, affective and behavioral dimensions, due to the lack of support, product of the social isolation that has led to configure a post-pandemic feminized context that responds to the changes caused by the health emergency and the transition from face-to-face education to remote education in emergency. It is necessary the reconstruction of work practices, in relation to teaching, research, extension, management and domestic work, under a new normality of reality, in order to provide welfare and health to university teaching staff.

This article arises within the framework of Project 724-C1-714, Thematic Observatory of Costa Rican Professional Technical Education and Training, registered in the Institute of Research in Education of the University of Costa Rica. Given the nature of the Guidance service in Costa Rican educational institutions, the results of the research named: Accompaniment made by guidance counselors to the students at Professional Technical Colleges (CTP) for the election of an Educación y Formación Técnica Profesional EFTP institution and the specialty they want to enroll in, are presented. This is a qualitative study with a descriptive scope and a phenomenological method. Structured interviews were used, and seven CTP guidance counselors from different educational regions participated. The accompaniment that the guidance counselor provides to the students for the choice of the institution and specialty was defined as a dimension. The information obtained was grouped into five categories: Strategies used for accompaniment, Accompaniment role of the professional guidance counselor, Accompaniment Success, limitations of accompaniment, and Considerations for accompaniment. In conclusion, the definition of the functions of the group of Guidance counselors does not distinguish between academic and EFTP institutions, the guidance lesson is not taught in the diversified education of the CTP, and the Vocational Fair is one of the strategies used in the accompaniment of the CTP students. As opportunities for improvement, it is mentioned importance of taking advantage of support strategies to involve the student's family further.