Suchergebnisse

La creación del Espacio Europeo de Educación Superior está generando importantes cambios a nivel legislativo, administrativo y pedagógico en los países comprometidos en armonizar sus sistemas universitarios. Este proceso de adaptación implica una nueva forma de organizar y evaluar las instituciones universitarias y diversifica las maneras de enseñar y de aprender. Se ha realizado una investigación con 1015 profesores para identificar sus necesidades formativas en diversas temáticas relacionadas con la convergencia europea. ; Cataluña ; Universitat de Barcelona. Biblioteca de Ciències de l'Educació; Passeig de la Vall d'Hebron, 171; 08035 Barcelona; +34934021035; +34934021034; ; ESP

La creación del Espacio Europeo de Educación Superior está generando importantes cambios a nivel legislativo, administrativo y pedagógico en los países comprometidos en armonizar sus sistemas universitarios. Este proceso de adaptación implica una nueva forma de organizar y evaluar las instituciones universitarias y diversifica las maneras de enseñar y de aprender. Con el propósito de conocer las opiniones del profesorado sobre las reformas que se están realizando y valorar las repercusiones en su actividad docente, hemos realizado una investigación con 1015 profesores para identificar sus necesidades formativas en diversas temáticas relacionadas con la convergencia europea. Los resultados obtenidos nos orientarán en el diseño de planes de asesoramiento y formación del profesorado universitario. ; Since the creation of the European Higher Education Area, important changes are being produced at legislative, administrative and educational levels in the countries committed to harmonizing their university systems. This adaptation process constitutes a new approach on how to organize and assess university institutions and diversifies teaching and learning methods.The aim of this work was to know the opinion of the teaching staff on the new teaching models being applied and to evaluate the repercussions these changes may have on the teaching itself. We studied 1015 professors who were asked to indicate their teacher training needs in different subjects associated with the European Convergence. The results obtained will help us design better assessment and educational plans for university professors.

La creación del Espacio Europeo de Educación Superior está generando importantes cambios a nivel legislativo, administrativo y pedagógico en los países comprometidos en armonizar sus sistemas universitarios. Este proceso de adaptación implica una nueva forma de organizar y evaluar las instituciones universitarias y diversifica las maneras de enseñar y de aprender. Se ha realizado una investigación con 1015 profesores para identificar sus necesidades formativas en diversas temáticas relacionadas con la convergencia europea. ; Cataluña ; Universitat de Barcelona. Biblioteca de Ciències de l'Educació; Passeig de la Vall d'Hebron, 171; 08035 Barcelona; +34934021035; +34934021034; ; ESP

AbstractThere is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a non-experimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.

The quality of theeducation provided in schoolsislargely determined byteachers' initial universitytraining. Therefore, it is a challenge in Spain to configure a Teacher Training Model that is adapted to the demands of the changing society. To this end, the official university degrees that enable the exercise of the regulated profession of Early Childhood Education Teacher are established by the Order ECI/3854/2007, of 27 December, which includes the European Union's guidelines on competences. The general objective of this research is to analyse the perception that students of the Degree in Early Childhood Education have of the level of development of the competences acquired in their initial training grouped into four dimensions: educator and guide, member of an organisation, interlocutor and referent, and researcher and innovator. A quantitative, descriptive-correlational methodology was used, through the application of a questionnaire to 144 students in the 3rd and 4th year of the Degree in Early Childhood Education taught at the University of A Coruña. The results show that the training of future Early Childhood Education teachers is positively valued in all the dimensions of the model, especially in relation to their training as researchers and innovators. The high correlations between the dimensions of the model show the need to design training plans that are committed to comprehensive teaching, taking as a reference the future teachers' point of view on the strengths and weaknesses of their training. ; Uno de los factores más estudiados en la psicología del deporte es la motivación deportiva en deportistas amateurs y de alto rendimiento. El presente estudio tiene los objetivos de establecer la relación entre clima motivacional hacia el deporte, ansiedad y autoconcepto emocional y físico en deportistas amateurs y de alto rendimiento e identificar y clarificar las relaciones existentes entre el clima motivacional, ansiedad, autoconcepto emocional y físico. Para ello han participado un total de 1434 ...