Análisis cualitativo del perfil profesional del buen docente de educación secundaria

López-Martín, Esther; Gutiérrez-de-Rozas, Belén; Mayer, Andrea Otero; García, Isabel García

doi:10.22550/rep80-3-2022-04

Cited by 4 publications

(2 citation statements)

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“…Por último, las relaciones entre pares correlacionan con la salud y con la relación establecida con los centros educativos, lo que corrobora los hallazgos previos de la literatura; por un lado, se evidencia la gran influencia que las amistades ejercen durante la adolescencia (Steinberg y Monahan, 2007) y, por otro, se deduce la importancia de que el profesorado promueva la creación de ambientes de aprendizaje en los que se fomente la confianza y la seguridad física y emocional del alumnado (López-Martín et al, 2022).…”

Section: Conclusionesunclassified

Análisis del abandono educativo temprano en España

2023

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At present, there is an urgent need to examine early school leaving, considering the determinant factors that lead students to drop out as well as their reasons for returning to the education system. However, little research has been conducted on the existing relations between the determinants of school drop-out and student reasons to return to the education system. Hence, the present study aims to deepen the understanding of conditioning factors for early school leaving as well as the motivations that encourage students to return to the educational system, paying special attention to the existing relationships between both aspects. To this end, a questionnaire has been designed, validated, and applied to a sample of 478 Adult Secondary Education students and graduates. Results show that school-related factors are the main determinants for early school leaving, followed by personal and family factors. Furthermore, correlations have been observed between the different variables used, underlining notable associations between personal and school-related factors as well as the influence of personal and family determinants in the reasons to return. The gathered results are intended to contribute to the reduction of drop-out factors and to the enhancement of those aspects that encourage students to continue studying. La importancia de comprender el abandono educativo temprano en profundidad, considerando los condicionantes del abandono y los motivos para regresar al sistema educativo, es manifiesta. Sin embargo, los estudios centrados tanto en el análisis de las relaciones existentes entre los condicionantes como en los motivos de retorno al sistema educativo son escasos. Este trabajo tiene como objetivo profundizar en la comprensión de los condicionantes del abandono educativo temprano y en las motivaciones para la vuelta al sistema educativo, prestando especial atención a las relaciones existentes entre ambos aspectos. Con este fin, se diseña, valida y aplica un cuestionario a una muestra de 478 sujetos matriculados o graduados en Educación Secundaria para Personas Adultas. Los resultados evidencian cómo los factores escolares son los principales condicionantes del abandono educativo temprano, seguidos de los personales y, por último, de los familiares. Además, se observan interrelaciones entre las diferentes variables analizadas, destacando las existentes entre los factores personales y escolares, así como la influencia de ciertos condicionantes personales y familiares del abandono educativo temprano sobre los motivos de retorno. Los resultados obtenidos pretenden contribuir tanto a la reducción de los condicionantes del abandono como a la potenciación de los aspectos que conducen al alumnado a seguir estudiando.

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Section: Conclusionesunclassified

Análisis del abandono educativo temprano en España

2023

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“…Team-based learning contributes to solving this problem and training highly qualified professionals (López-Martín et al, 2022 ). Team-based learning is based on the interaction of groups of students, educators among themselves, which is manifested in the development of learning mechanisms aimed at unlocking the potential of students (Martínez-Maireles et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Team-based learning in online education: the development of students’ creative thinking skills in digital art

2023

Educ Inf Technol

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A person cultivates their creative skills influenced by various types of activities. The purpose of the work is to study the peculiarities of the development of students’ creative thinking skills, which are interrelated with the development of appropriate stages of team teaching, as well as to determine the impact of creative thinking on the indicators of academic performance and motivation to learn. The authors used the methods of sociological survey, which allowed them to determine that the largest number of students had mastered the skills of discipline (27%) and emotionality (21%) to a greater extent at the initial stage of the study. The results showed that 11% of the students in creative subjects (painting, digital art) and 7% of students in general disciplines (history, sociology, pedagogy, mathematics, physics, Chinese, cultural studies) had their academic performance at a high level before the start of online learning. The process of online teaching to paint was based on teamwork using the technologies of online education through educational online platform in the context of digital art. The results of the survey showed that the students had developed their creative skills significantly after training. The development of creative manner (29%) and analytical thinking (28%) were most popular. The authors determined that 88% of the students had received high grades in creative disciplines and 83% of the students in general academic disciplines after training. Most students were characterized by a high level of knowledge. The results are valuable for researchers who study the relationship between the development of creative skills and knowledge in general academic subjects, as well as strive to develop new curricula.

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