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

In this third part of the atlas of alien plants of Madrid, the orders Ranunculales, Proteales, Buxales, Saxifragales, Vitales, Zygophyllales, Fabales and Rosales have been included. Taxa introduced outside urban areas, naturalised or not, and those naturalised in urban areas are considered. Ninety taxa with certain or probable presence are analysed, and 22 others of doubtful presence or status are discussed. Of the taxa analysed, 82 are alien in Madrid (48 naturalised and 34 without evidence of being so, although 7 of them naturalised in nearby localities) and 8 in nearby localities (7 naturalised and 1 without evidence of being so). Half of the species are rare, and another 20% are scarce. Three species are abundant, with expanding populations, Gleditsia triacanthos, Robinia pseudoacacia and Ulmus pumila, the latter with invasive behaviour. Four cultivated archaeophytes, Vitis vinifera, Medicago sativa, Prunus amygdalus and Ficus carica, are widely naturalized, although without an expansive tendency. Four other species appear scattered, without being abundant but seem to be expanding: Papaver somniferum subsp. somniferum, Berberis aquifolium, Spartium junceum and Prunus cerasifera var. atropurpurea. Another 16 species appear scattered throughout the region, occasionally naturalized, but with no apparent expansive trend.

The Casa de Campo Lago was dessicated in 2018 and its phytoplankton colonization was studied over an annual cycle after its reflooding at the beginning of the next year, along with factors controlling its dynamics. The more frequent phytoplankton morphotype in early colonization was that of flagellates, with taxa richness being roughly constant, but overall biomass remained low. From June onwards, both biomass and richness steeply increased, being dominated by chlorococcalean green algae and Cyanophytes. Dissolved organic carbon and organic nitrogen were the main physico-chemical factors controlling biomass. The scanty data available from other years suggested that zooplankton was negligible as control factor for phytoplankton. The main source for phytoplankton colonization was the Valchico wetland, and that process seemingly took place by duck zoochory.

The presence of 25 species was reported during a survey carried out in the municipality of O Rosal (Pontevedra, NW Spain). Among them, Arthonia anglica and A. ligniaria are new records for the Iberian Peninsula, while Rinodina colobinoides and Usnea erinacea are new records for Spain. In addition, Agonimia opuntiella, Cliostomum griffithii, Coppinsiella ulcerosa, Lecanora barkmaniana, Micarea synotheoides, Physcia vitii, Reichlingia zwackhii, Rinodina biloculata, R. excrecens, R. conradii and R. pyrina are recorded for the first time in Galicia. Another 10 species included in this publication are new records for the province of Pontevedra

The COVID-19 pandemic has had an impact around the world, impacting various sectors of society, including education and consequently school physical education. In this way, we sought to investigate, through a descriptive-exploratory field research, with a qualitative approach to the data, the perceptions of Physical Education teachers from a metropolitan region of southern Brazil about the repercussions of the pandemic on their pedagogical practices. To this end, sixteen teachers participated in this study, nine from the public school system and seven from the private network, through semi-structured interviews, online, during the months of June and July 2021. The data, which were organized through the NVivo-12 software and analyzed by the content analysis technique, point to difficulties, facilities and learning resulting from experiences during the pandemic. Aspects of emergency remote teaching, the application of security protocols in physical education classes and the potential of physical education for students in the current and future context were addressed. From these findings it was possible to verify that these teachers needed, more than ever, to develop their adaptive skills. This is because this study demonstrated that Physical Education classes were the only time when children are out of the classroom, being perceived as a moment of liberation, after experiencing the restrictions imposed by the pandemic, considering that these teachers provide feelings of lightness, joy, and manifestation of expressions. Thus, the findings of this study can contribute to reflections and overcoming of future challenges related to the teaching of School Physical Education. For this, future research is needed to verify how these consequences are reverberating over time.

The formation of competencies in management and administration has distinctive characteristics that require teaching and evaluation strategies congruent with this field of study. The objective of the research was to analyze the teaching and learning evaluation methodologies in the field of undergraduate programs in the field of management and administration at the Universidad de Antofagasta, Chile, through a mixed design carried out during the years 2021 and 2022. It considers the documentary analysis of subject programs and learning guides of a single case, as well as the participation of 10 final year students and 5 teachers as key informants, who through semi-structured interviews and focus groups share their experiences and perspectives on the formative process. The main findings of the study show an important presence of traditional teaching and evaluation methodologies, such as lectures or theoretical tests, combined with active student-centered methodologies such as problem-based learning or role-playing. The key informants' accounts expose the repercussions of the online modality implemented during the pandemic, especially on faculty motivation due to low student attendance and participation in virtual classes. The main conclusion states that the studied case shows some of the complexities for university teaching arising from the change of paradigm proposed by the model of training by labor competences, which requires the strengthening of teaching professionalization for the implementation of teaching and evaluation methodologies related to the training model indicated in the case study.

This article presents the result of an investigation whose purpose was to determine if the training plans for teachers of Preschool Education, Primary Education and some Secondary Education careers (Mathematics, Spanish, Sciences and English) of three public and three private universities are coherent with the Curricular Policy Educate for a new citizenship and the Educational Policy The Person: center of the educational process and transformative subject of society, approved by the Higher Education Council (CSE), in Costa Rica. The research was carried out in the period 2021-2022. A mixed study was carried out with a naturalistic and exploratory socio-critical approach that analyzed the proposal of the study plans of said universities to find, objectively, evidence in this regard, a questionnaire was also elaborated to meet the criteria of teachers and of those who coordinate these university careers, to which 77 of them responded. The results showed that the public universities included the reflective and critical analysis of both policies in the study plans of the Education careers and presented greater coherence with them than the private universities. Likewise, it was evidenced that the accredited careers are consistent with the policies and that both the coordinators of plans and the teaching staff of public and private universities knew about them and indicated that they are part of the study plans. Once the investigation was concluded, it was considered relevant to define guidelines so that the Ministry of Public Education (MEP), the highest employer, works jointly with public and private universities. Likewise, it is necessary to dialogue, integrate experiences and encourage a reflection that invites the redesign of the teacher training study plans based on the National Framework of Qualifications of Education careers in accordance with the exposed scenario and within the framework of university autonomy.

The objective of the present research was to analyze and compare the programs of study of speech-language pathology in both countries in order to present an initial scenario for future professional standardization in the region. In both Chile and Brazil, the program of Speech-Language Pathology has grown and developed in different universities, with unified curricular guidelines in Brazil. This research is of a quantitative observational type and its sample was constituted by the programs of study of the Federal Universities in Brazil and State Universities in Chile published in the institutional websites corresponding to the year 2020. The data were transcribed and presented using descriptive statistics. A total of 13 federal universities were found in Brazil and 11 state universities in Chile. The admission mode in both countries is through unified tests. The duration of the courses is 8 and 10 semesters in Brazil and 10 semesters in Chile. There is a predominance of subjects in the area of audiology, followed by the areas of language, voice and orofacial motricity in both countries. There is a greater number of research subjects in the Brazilian courses, practical subjects begin early in both countries. Similarities were observed in their proposals with respect to disciplinary areas. Future research should compare the profile of those trained in both countries to verify whether what was seen in the curricular matrices is reflected in the direction of their professional work.

Knowing the assessment of qualified professionals about their educational experience allows training programs to respond to the needs of the social and labour environment. The perceptions of graduates from the careers of Secondary Pedagogy in Mathematics and Secondary Pedagogy in Natural Sciences and Biology from a Chilean university are described in terms of the generic and specific competencies acquired and identifies the factors that influence the existence of training gaps.The study was conducted between 2020 and 2021 and considered a mixed approach. Forty-three women and 26 men participated. Data was collected using a questionnaire, semi-structured interviews, and focus groups. From the analysis, it was observed that the participants recognize greater spaces for developing institutional identity competencies. The Use of ICT competence is perceived with few spaces for its development, but with a high valuation of its mastery, particularly in distance teaching. In both careers, various spaces are recognized for the development of the specific Teaching Design competence and a high command of it is perceived; however, the perceptions differ for the Evaluation of Learning and Research in teaching performance competencies. Regarding the gaps identified, the participating group proposes to incorporate, into training the co-teaching strategy and the Universal Learning Design (ULD) model to strengthen the development of generic competencies, Collaborative work and Respect and appreciation of diversity, as well as the specific ones of Design of the teaching and Evaluation for the Learning.

Creativity is defined as the ability to be sensitive to problems, deficiencies, and information gaps which facilitates the emergence of new ideas for individual and social problem solving. Hence, it is important the development of instruments to evaluate them during early stages for educational program planning to enhance such skills in students. This investigation aimed at the validation of the Torrance Verbal Test of Creative Thinking. For this reason, 107 elementary students from a State of Mexico public school were assessed during the 2017-2018 academic year with Torrance Creative Thinking Test, Verbal and Figural as well as Raven’s Progressive Matrices Test (CPM form), who were at least 9 years old and maximum of 12 years. To learn about psychometric validity, different statistical procedures were done which allowed corroborating the accuracy of the instrument. For the TCTT-VERBAL, a result of .910 was obtained for levels of internal consistency through Cronbach’s alpha, as for the convergent validity, Pearson's correlation showed positive and significant associations between indicators and global score of TCTT-VERBAL and the total score of the figural version (0.473**). No significant correlations were found between TCTT-VERBAL and visual spatial reasoning which confirms divergent validity. The TCTT-VERBAL is considered to meet the statistical criteria for its use to assess children in elementary school and there is an agreement with different authors by acknowledging that divergent thinking is expressed through different microdomains.

The increase in foreign migration to Chile produced a consolidation of a culturally and nationally diverse student population in the educational reality, between 2018 and 2020. The government, faced with the need to manage the difference within school communities, implemented a series of measures to facilitate the inclusion of migrant students, highlighting the national policy for foreign students, whose purpose is to guarantee the right to education for migrant children and adolescents. In this scenario, the objective of the article is to review teacher perceptions about the process of inclusion of foreign students in public schools in the north of Arica. The research has a qualitative cut, with phenomenological roots, and used the semi-structured interview to collect data. The study sample from the saturation process is 7 people. The results of the research indicate: First, that after five years of enactment of the national policy of foreign students there is no full cultural change to manage diversity. Second, although teachers from personal initiatives seek to recognize migrant children and adolescents in their particularities, the schools investigated still resort to a pedagogical approach to assimilation to respond to diverse students; and third, despite efforts to promote an appreciation of cultural difference in the educational centers investigated, practices of discrimination and exclusion of migrant students persist, impeding an adequate process of school inclusion.