Resumen: En los últimos años han aumentado significativamente las dificultades para impartir clases, debido a lo que se conoce como disrupción en el aula. Prueba de ello son las numerosas publicaciones recientes en torno al tema, así como la frecuencia con la que dicha cuestión aparece en los medios de comunicación. El objetivo principal de esta investigación consiste en validar una escala con el propósito de conocer objetivamente la opinión de los profesionales de la educación sobre las conductas disruptivas en el aula. Teniendo en cuenta literatura previa y utilizando un panel de expertos, se desarrolló una nueva escala de 15 ítems. Se aplicó a una muestra de 346 profesionales, con una media de edad de 43 años. Se llevó a cabo un análisis factorial exploratorio, un análisis de componentes principales y un análisis de correlaciones entre factores. Dichos análisis han permitido comprobar que la estructura factorial de las escalas converge con los factores previstos y reafirma su peso y nivel de confianza. Todo ello permite concluir que la escala es válida para medir la óptica del profesorado respecto a la cuestión objeto de estudio. Los datos indican un óp-timo ajuste de la estructura tridimensional para los ítems de la escala. Palabras clave: escala; Likert; conductas disruptivas; convivencia escolar; educación; validez; fiabilidad; análisis factorial exploratorio.Title: Disruptive behaviours from teacher's perception: validating a scale. Abstract: In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a panel of experts, a new scale of 15 items was developed. The scale was distributed to a sample composed of 346 professionals with an average age of 43. An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale.

This study aims to test the validity of the Dispositional Variables (IEPA) scale,which evaluates students' learning interest, progress, and effort, and of the Contextual Variables (AYES) scale,which evaluates whether the teacher helps students to learn, values theireffort, and can arouse their interest in the subject English as a Foreign Language in Compulsory Secondary Education and Higher Secondary Education. Other aims are to determine whether personal variables affect the scale factors and whether contextual variables can predict dispositional variables. Participants were 1086 students from public and private schools in Oviedo (Spain) who completed a questionnaire composed of the scales, and which also collected personal and family data. The statistical analysis was carried out using the programs FACTOR.10 and SPSS.24. The results of the analysis of the factor structure and internal consistency showed that the scales were suitable to be used in the context of the English as a Foreign Language subject. Students' perception of the teaching context, in terms of support provided, positive assessments, and motivation, predict their interest, progress, and effort made in the subject of English.

Background: This article addresses the following question: why don’t primary and secondary school students perform urban walks or hikes during cultural and tourist visits of the cities they live in, when engaging in physical activity (PA)? The aim is to demonstrate that exploring cities on foot is a different, important, and necessary way to perform PA, that leads to improving social relations and exposing individuals to culture; in particular, teachers would be trained for this. Methods: qualitative methodology based on exploratory observation; state-of-the-art literature review; design of a didactic proposal in the form of an Urban Walk. Results: existence of publications on related activities in many countries including Spain; development and implementation of the Urban Walk; opinions of its future teachers and their knowledge of the possibilities and advantages of this proposal and its relationship with different knowledge subjects. Conclusions: the Urban Walk facilitates future teacher knowledge of cities and provides a new approach to PA; physical-cultural activities that complement the proposal need to be designed.

ResumenEl presente artículo desarrolla la cuestión de la motivación en el área de Expresión Plástica. El texto se divide en tres partes. En la primera de ellas nos centramos en explicar el mecanismo de la motivación y su presencia en el ámbito educativo. En la segunda abordamos la cuestión de la motivación en Educación Artística aportando los datos de estudios experimentales y las opiniones de expertos del área. Por último incluimos una síntesis de las estrategias y recursos más frecuentes para potenciar la motivación en Educación Artística, distinguiendo entre estrategias para el alumnado y el profesorado. AbstractThe present paper develops the subject of motivation in the area of Artistic Expression Area. The text is divided into three parts.In the first one we explain the motivation mechanism and its presence in the field of education. In the second one we deal with the matter of motivation in Artistic Education providing information of experimental studies data and the opinions of experts on the area. Finally we include a summary of strategies and more frequent resources to promote motivation in Artistic Education, distinguishing between strategies for students and for teachers.