ResumenA pesar de la progresiva introducción de nuevos recursos en las aulas fruto del desarrollo de las TICs, el libro de texto sigue siendo uno de los materiales más utilizado y cuyo protagonismo en la configuración de la práctica escolar ha sido decisivo, por lo que debe ocupar nuestra atención en la formación inicial de los profesionales de la educación. Durante los cursos académicos 2012-13 y 13-14, hemos realizado en el marco de la asignatura de Análisis y diseño de materiales para la educación y la formación del tercer curso del grado de Pedagogía de la Universidad de Oviedo una práctica formativa de análisis de libros de texto escolares que nos ha permitido analizar contextualizadamente y desde una perspectiva teórico-práctica, cuestiones tales como: papel del profesorado en el desarrollo e innovación del currículum, papel de las editoriales en la interpretación del currículum oficial, análisis de tareas y mensajes en los manuales escolares, criterios para juzgar la calidad didáctica de los materiales, etc. El análisis cualitativo de treinta informes desarrollados por 120 estudiantes sobre diferentes libros de texto nos ha permitido identificar sus principales fortalezas y debilidades en varias dimensiones (aspectos formales, metodología, mensajes, implicaciones para la profesionalidad docente) y nos permite concluir que se trata de una experiencia formativa relevante en la formación inicial de cualquier profesional de la educación. Palabras clave: enseñanza superior, material didáctico, libros de texto, práctica pedagógica. AbstractTextbook remains the most used resource in the classroom and its role has been decisive in shaping school practice as we know it today. Because of that its study is exceptionally useful in the initial training of education professionals. During two academic years (2012-13 and 13-14), we have implemented a formative task of analyzing textbooks in the subject of "Analysis and design of materials for education and formation" in third course of the degree of Pedagogy in the University of Oviedo. It has allowed us to analyze from a theoretical -practical perspective, questions such as: paper of teachers in the development and innovation of curriculum, paper of publishing companies in the Gloria Braga Blanco y José Luis Belver Domínguez El análisis de libros de texto… 200Revista Complutense de Educación Vol. 27 Núm. 1 (2016) 199-218 interpretation of official curriculum, analysis of pedagogical tasks and messages, criteria to judge the didactic quality of materials and so on. The qualitative analysis of thirty reports written by 120 students about textbooks, has allowed us to identify their main strengths and weaknesses in several aspects (formal aspects, methodology, messages and implications for teaching profession) and allows us to conclude that it is a relevant formative experience in the initial training of any education professional.

Purpose The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved?” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.” Findings The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.

The paper presents the qualitative analysis of a Lesson Study process in Higher Education. The Lesson Study was developed in the degree of Pedagogy in the University of Oviedo in the context of an Interuniversity Project developed over two academic years (2015-16 and 2016-17). The aims of the analysis were two. On the one hand, to identify dilemmas and questions about teaching and learning arose during the LS (describing how participants faced them and analysing them in the light of current debates on university teaching). On the other hand, to discuss the potentials of LS for teaching improvement and professional development in University. Four techniques were used for data collection: natural observation of classroom practices, field notes and diary, interviews with the teacher and focus group. At the end of the process a final report was written.The categorization of data allowed us to identify problematic areas of the lesson, to analyse how participants faced them and to discuss the potentials of the methodology of LS for professional development in Higher Education.

This chapter analyses the scientific bibliography on the civic engagement of young people published in English between 2014 and 2019. Sixty-nine articles published in international scientific journals were analyzed. The main objective of this meta-research is to understand what problems have been investigated and the data collection techniques used. The authors found that the most researched problem was the analysis and understanding of the impact that participation has on plans and programs designed by diverse socio-educational actors with regard to the civic engagement of young people. Based on the meta-research carried out, they propose three socially innovative intervention strategies aimed at improving youth civic engagement. Each strategy is designed to enhance young people's agency in order to increase their levels of social participation.

En el artículo se presentan los resultados de una investigación centrada en acercar el debate académico sobre los MOOC a las titulaciones de educación superior, tratando con ello de poner a dialogar a los estudios del currículum y a las tecnologías educativas. El objetivo fue realizar un análisis pedagógico de cursos MOOC ofertados en castellano y de temática pedagógica que finalizase con la elaboración de una Guía de Buenas Prácticas con MOOC. En la investigación, de corte cualitativo, se utilizaron técnicas de recogida de datos como las observaciones, diarios de campo, grupos de discusión y entrevistas. El trabajo se estructuró en tres grandes fases y se ha desarrollado durante un año en las Facultades de Educación de las Universidades de Cantabria y Oviedo (junio 2014- junio 2015).  Su desarrollo ha sido posible en el marco de un Proyecto de Innovación Docente concedido por el Vicerrectorado de Profesorado de la Universidad de Cantabria. Los resultados muestran la importancia que ha tenido el trabajo de análisis realizado con los estudiantes en el marco de varias asignaturas de las titulaciones de educación, tanto por los resultados obtenidos como por el proceso de trabajo desarrollado. Se concluye que es necesario acercar el fenómeno de los MOOC a los estudios educativos, ampliando el horizonte de los mismos con el abordaje de nuevos fenómenos sociales y educativos, así como realizar un análisis crítico de este tipo de formación on-line que no solamente tenga en cuenta factores tecnológicos o económicos, sino también elementos pedagógicos. Al mismo tiempo, el proyecto ha servido para generar procesos de coordinación docente en las titulaciones implicadas y ha ayudado a la creación de una comunidad de práctica.