ResumenEste estudio cualitativo ha explorado las percepciones del alumnado del Máster de Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas (MFPS) de la Universidad del País Vasco (UPV-EHU) sobre el aprendizaje cooperativo (AC). La muestra ha estado por formada por 65 sujetos matriculados en 6 especialidades diferentes del MFPS y que han trabajado de forma colaborativa en 15 grupos de trabajo en la materia "Aprendizaje y desarrollo de la personalidad". Para la recogida de datos se ha utilizado un cuestionario de preguntas abiertas que ha sido respondido por cada grupo de trabajo. Se han obtenido un total de 273 respuestas Perceptions toward cooperative learning in students of Master for the Secondary Teacher Training Pilar Gil Molina Universidad del País Vasco (España) AbstractThis qualitative study explored the perceptions of students of the Master Teacher Training in Secondary Education, High School, Vocational Training and Language Teaching (MFPS) at the University of the Basque Country -Euskal Herriko Unibertsitatea (UPV-EHU) on cooperative learning (AC). The sample has been composed by 65 subjects of six different specialities of the MFPS. Students have worked collaboratively in 15 groups on the subject "Learning and Personality Development". For data collection we used a questionnaire with open questions was completed by each working group. We have obtained a total of 273 responses for three

Resumen:El Máster de Formación del Profesorado de Educación Secundaria (MFPS) de la Universidad del País Vasco-Euskal Herriko Unibertsitatea (UPV/EHU) se implementó por primera vez en el curso académico 2009-10. Desde entonces, su Practicum se ha organizado en colaboración con los centros de prácticas de la Comunidad Autónoma del País Vasco que se han encargado cada curso académico de la formación en los centros de prácticas de unos/as 130-170 estudiantes. Este Practicum ha contado con la colaboración de unos/as 130-150 docentes de dichos centros que han realizado el seguimiento del alumnado del MFPS. Transcurridos los primeros cursos de implementación, este trabajo ha tratado de recoger las valoraciones de una muestra formada por 210 sujetos (alumnado y profesorado-tutor de los centros de prácticas). Para la recogida de las valoraciones de esta muestra se ha empleado una versión adaptada del cuestionario “Grado de Satisfacción y Utilidad Profesional del Practicum II (GSUP-PII)” de González y Hevia (2011). Los resultados indican que la valoración general del Practicum es positiva, si bien las dimensiones mejor valoradas son la utilidad formativa de las prácticas y el sistema de evaluación y calificación de las mismas. Se han encontrado diferencias significativas entre las valoraciones del alumnado y del profesorado-tutor en tres de las cuatro dimensiones exploradas por el cuestionario: organización de las prácticas, agentes implicados y utilidad de las prácticas. Las conclusiones señalan como aspectos a mejorar: las funciones de los/as tutores/as de prácticas de la universidad y a la coordinación entre los distintos agentes relacionados con el Practicum. Abstract:From 90 education reform begins a trend driving the Spanish education system educational attention to the problems associated with hearing and speech teacher creating a new figure: the master of hearing and language. Today, after a period of implementation of the degrees in the Spanish university system (disappearing this degree as a specialty) and to possible further reforms in the university cycles, one wonders about the conception that students (future professionals in education) have about the need for such action and the general or specialized profile should perform it in schools. In this sense, depending on the objectives, has conducted research through a mixed methodological approach that combines the descriptive statistical data analysis with-naturalistic qualitative Review pupil interpretation, considering both trends of the group as the uniqueness of individual data. For this, as participants took a group of students from the University of Almería belonging to various degrees related to education, a questionnaire on the perception of attention to diversity in speech and hearing having been applied, teacher training that accurate or appropriate action to be developed in schools. Following the results, it was found that most students recognized the need to intervene in schools to the problems associated with hearing and language. However, lack a clear and definite conception of the diversity of professional roles they can play that role, and teaching and curricular implications involved. Therefore, point to the need to promote initial training in this field for the attention to students with specific needs related to hearing and language.

This article shows the design and validation of two questionnaires addressed to students and teachers. The aim is to find out their perception about the competencies and learning outcomes for sustainability that students develop through their participation in the international cross-border project of the Bordeaux-Euskampus “Ocean i3: Blue Skills for the Development of the Blue Economy in the Basque-Aquitaine Cross-Border Coast”. The study population consisted of all the participants of the project: 37 students majoring in Biology, Law, Advertising, Business Administration and Management, Pedagogy, Criminology, Nursing, Engineering and Sports Sciences at the University of the Basque Country (UPV/EHU) and the University of Bordeaux (UBx), and 33 undergraduate and postgraduate lecturers from both universities. The article describes the procedure followed for their validity and reliability, and annexes both questionnaires. They may be transferable to other studies that share the same or similar objectives of this study.

Purpose The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis. Design/methodology/approach An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability. Findings The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted. Originality/value This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.

This article presents research that has explored the conceptions about teaching and learning for students of Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Foreign Language Teaching at the University of Documento descargado de http://www.elsevier.es el 28/07/2016. Copia para uso personal, se prohíbe la transmisión de este documento por cualquier medio o formato.