Diseño Y Validación De Un Cuestionario Sobre Práctica Docente Y Actitud Del Profesorado Universitario Hacia La Innovación (Cupain)

Rego, Miguel Anxo Santos; Olmeda, Gonzalo Jover; Durán, Concepción Naval; Castillo, José Luis Álvarez; Verdera, Victoria Vázquez; Losada, Alexandre Sotelino

doi:10.5944/educxx1.19031

Cited by 32 publications

(28 citation statements)

References 16 publications

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“…As a result, in the educational plane, one innovates to adapt, to better respond to society, to provide different solutions to real problems (Adams et al, 2017). Thus, to find answers, that lead the school organization to obtain improvements, a different way of doing things is a must, which implies making a change in the culture of the staff and in the roles of the institution's leaders (Santos, M. A. S., Jover, Naval, Álvarez, & Sotelino, 2017).…”

Section: Educational Innovationmentioning

confidence: 99%

Untitled

2020

JES

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The present study evaluated children's prosocial behavior (M = 7.39, SD = 0.93) (i.e., specific altruism) under the influence of three types of cartoons (neutral, prosocial, or antisocial). Subjects (N = 140) were randomized and exposed to treatment with pre-and post-intervention measurements. The results didn't confirm the hypothesis that children who will watch prosocial cartoons will have increased altruism proving a higher volume of donations. The second hypothesis regarding the inhibitory effect of antisocial cartoons on altruism by decreasing the volume of donations was not confirmed either. No significant gender effects were recorded. No significant general age effect was found either, however, we found that donations tend to increase with age, a statistically significant effect being recorded for children age 8 years old compared to those of 6 years old. The implications of the statistical data are discussed together with the possibility of registering a "moral licensing" effect.

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Section: Educational Innovationmentioning

confidence: 99%

Untitled

2020

JES

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“…De igual manera que Santos et al (2017), destacamos la utilidad del presente cuestionario para aplicarlo a grandes grupos permitiendo la comparación entre investigaciones en esta etapa o con otras etapas.…”

Section: Discusión Y Conclusionesunclassified

“…Se pretende formar a los estudiantes como ciudadanos críticos y activos dispuestos a poner su conocimiento al servicio de la sociedad. Todo ello supone un cambio en la cultura docente y la reconiguración de los papeles de sus protagonistas (Santos et al, 2017).…”

Section: Introducción -Justificaciónunclassified

Medida de innovaciones en escuelas de Educación Infantil y Primaria

Mayo

Turrado-Sevilla²,

Lozano

2017

REXE

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RESUMEN. La innovación es la clave de los avances en educación. Los centros educativos realizan innovaciones muy diversas con niveles de impacto y difusión muy bajos fuera de su comunidad. No existen muchos estudios que describan, pongan en valor las innovaciones, las categoricen y las analicen. La metodología de estudio fue descriptivo-interpretativa para lo que se elaboró un cuestionario denominado GINCENPRINF completado por 86 docentes de Educación Infantil y Primaria seleccionados por muestreo aleatorio estratiicado (público-privado, rural-urbano). Se evaluó la iabilidad y la validez de constructo del cuestionario y se determinó la validez de contenido mediante juicio de expertos. Los resultados revelaron una consistencia buena del cuestionario (Alfa de Cronbach: 0.848). Los resultados del análisis factorial conirman las dimensiones propuestas en el diseño del cuestionario sobre las categorías de los factores incluidos en la innovación (cohesión social, interacción con la comunidad, Tecnologías, y éxito), las escuelas innovadoras y sus característica, el tema y el tipo de innovación (sobre recursos, dirección, materiales y tiempo), así como las resistencias a la innovación. Se realizaron los estadísticos descriptivos y el análisis factorial por categorías. Se concluye que el cuestionario GINCENPRINF es válido y iable para medir la gestión de las innovaciones en escuelas de Educación Infantil y Primaria. PALABRAS CLAVE.Innovación, Gestión, Cuestionario, Validación, Impacto. Measurement of innovations in primary and pre-primary schoolsABSTRACT. Innovation is key for educational advances. Schools perform very diferent innovations with very low levels of impact and spreading out to their community. Not many studies exist, in which they describe, put in value the innovations, categorize them or analyse them. he methodology of the study was descriptive -an elaborated questionnaire named GINCENPRINF was interpreted. It was conducted on 86 primary school teachers selected by a stratiied random sampling (public -private, rural -urban). he reliability and the construct-related validity was evaluated from the questionnaire and the validity of content decided by means of experts' judgment. he results revealed a good consistency in the questionnaire (Cronbach's Alpha: 0.848). he descriptive statistics and the analysis were made by factorial categories. he results of the factorial analysis conirm the dimensions proposed in the design of the questionnaire on the categories of the factors included in the innovation (social cohesion, interaction with the community, Technologies, and success), the innovative schools and their characteristics,the topic and the type of innovation (on resources, direction, materials and time), as well as the resistances to the innovation. One concludes that the questionnaire GINCENPRINF is valid and reliable tool to measure management of schools' innovations.

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“…In recent years, university campuses in Spain have witnessed a significant expansion of this methodology as part of the process of convergence and adaptation of the European Higher Education Area (Santos Rego et al, 2017). The implementation of SL projects in the university responds to a clear intention: the optimization of students' learning.…”

Section: Introductionmentioning

confidence: 99%

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

et al. 2021

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Among all the elements likely to be considered criteria that determine the quality of a service-learning (SL) project, the scientific literature points to reflection. This work is aimed at analyzing the association of reflection with certain variables that mediate the educational performance of university students, as well as their satisfaction with the acquired knowledge. More specifically, the main focus was to analyze how this reflective process should be, thus we defined three independent variables: the time at which it is performed, the actors involved, and its objectives. The sample was made up of 295 students from the University of Santiago de Compostela, who were participating in SL projects that had been developed in different degree programs. Three instruments were used for data collection, two aimed at the students and one at the teaching staff responsible for the project. The main conclusion, given the results, is that reflection must be carried out from the beginning to the end of the project or, failing this, only at the end. Secondly, priority should be given to involving all the actors concerned, paying particular attention at least to the work group. Finally, it must be oriented both toward sharing feelings about the experience, relating the service to the contents of the subject, and developing attitudes and values. In this way, the status of reflection as one of the key factors in the development of quality experiences in SL is confirmed, showing that those that present a more rigorous and structured reflection have a greater impact on the variables mediating performance and on the students' satisfaction with their learning.

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Diseño Y Validación De Un Cuestionario Sobre Práctica Docente Y Actitud Del Profesorado Universitario Hacia La Innovación (Cupain)

Cited by 32 publications

References 16 publications

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Medida de innovaciones en escuelas de Educación Infantil y Primaria

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

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