In this paper we try to assess whether there are differences in a group when their members try to remember the content of a text, and if this fact affects the learning levels through an experimental methodology with a design of two groups only with posttest to assess the readers' free recall after reading a text. We found firstly interindividual and intergroup differences in recall of textual material. And secondly text comprehension and therefore the memory of the reading depend largely on reader's inferences. In this paper we propose a specific intervention in order to prepare students for a better understanding of the text read, using a simple methodology to apply with materials easy to prepare.
En este artículo plantea como un elemento de relevancia la identificación de aquellas características que mide la Inteligencia Emocional como los indicadores que se consideran más importantes para el “buen docente”. Proponemos una metodología cuantitativa, para medir cuáles son los indicadores que se destacan por un lado desde la perspectiva del alumnado y por otro del profesorado. Acotando el estudio a una visión desde la etapa de formación universitaria. Mostrando qué elementos es necesario desarrollar en la formación del docente para conseguir una educación inclusiva.
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