The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

No abstract

En la actualidad, la formación en competencias profesionales docentes constituye un pilar básico y fundamental a la hora de llevar a cabo la formación inicial del profesorado. Es fundamental que desde la Educación Superior se promueva una praxis educativa que permita que los aspirantes a futuros profesores conozcan las múltiples demandas que el docente debe desempeñar con eficacia en el contexto escolar. En base a esta idea, el presente trabajo tiene el objetivo de analizar las percepciones de 410 estudiantes del máster de profesorado de Educación Secundaria acerca de las competencias profesionales que debe reunir un docente. Para ello, se abogó por una metodología transversal descriptiva y correlacional, utilizando como instrumento de medida el cuestionario. Los resultados mostraron que los estudiantes otorgan gran valor a aquellas cuestiones vinculadas a la competencia aprender a aprender, la importancia de la adecuada convivencia y relaciones sociales, así como el fomento de un espíritu crítico y reflexivo. Asimismo, se establecieron relaciones correlaciónales entre aquellas variables vinculadas a la enseñanza emocional y a los ámbitos tutoriales y de orientación. Por lo tanto, es preciso continuar en una línea de trabajo que siga en la mejora de la formación inicial de futuros docentes ante los numerosos retos que le deparan en el contexto educativo actual. At current, training in professional teaching skills is a basic and fundamental pillar in carrying out initial teacher training. It is essential that Higher Education promotes an educational practice that allows aspiring teachers to be aware of the multiple demands that the teacher must carry out effectively in the school context. Based on this idea, the present work aims to analyse the perceptions of 410 students of the Master's Degree in Secondary Education about the professional skills that a teacher should have. To this end, a descriptive and correlational transversal methodology was advocated, using the questionnaire as a measurement instrument. The results showed that students attach great value to those issues linked to the learning to learn competence, the importance of proper coexistence and social relations, as well as the promotion of a critical and reflective spirit. Likewise, correlation was established between those variables linked to emotional teaching and to the tutorial and guidance areas. Therefore, it is necessary to continue in a line of work that continues to improve the initial training of future teachers in the face of the many challenges that they face in the current educational context.

Las tecnologías de la información y la comunicación (TIC) están inmersas en los procesos de enseñanza y aprendizaje. El objetivo de esta investigación es conocer la predisposición y motivación en el aprendizaje de la orientación espacial de los alumnos de Educación Secundaria Obligatoria (ESO), a través del uso de la aplicación Aurasma. La metodología de investigación es cuantitativa, descriptiva, correlacional y predictiva. Los instrumentos utilizados son el FEFS-J y el cuestionario EDMCQ-PE. La muestra está formada por 1076 alumnos de la ESO de Andalucía. Los resultados muestran que existe una relación entre la valoración dada por los alumnos en relación con el uso de Aurasma, con el interés mostrado hacia la tarea y su motivación, teniendo una influencia directa y consistente en la energía dada por la asignatura de Educación Física para el desarrollo de otras tareas. Se concluye que el uso de Aurasma en las sesiones de Educación Física para el desarrollo de la orientación espacial es valorado positivamente por los alumnos de la ESO, mostrando interés y motivación por la asignatura.Abstract. Information and communication technology (ICT) is immersed into teaching and learning processes. The objective of this research is to know the predisposition and motivation towards learning spatial orientation in students of Compulsory Secondary Education, through the use of the Aurasma application. The research methodology is quantitative, descriptive, correlational, and predictive. The instruments used are FEFS-J and EDMCQ-PE questionnaires. The sample was composed by 1076 students from Compulsory Secondary Education in Andalusia. The results show that there is a relationship between the assessment given by the students in relation to the use of Aurasma during the session, and interest and motivation shown towards the task, with direct and consistent influence on the energy put in the subject of Physical Education for the development of other tasks. As a conclusion, the use of Aurasma for the development of spatial orientation in Physical Education classes is valued positively by the students of Compulsory Secondary Education, showing interest and motivation towards the subject.

de los docentes están de acuerdo en la importancia que tienen la educación y la formación permanente en valores para transmitirla a sus alumnos y mejorar el clima en el aula.