Tendencias Pedagógicas
URL: https://revistas.uam.es/tendenciaspedagogicas
ISSN-L: 1133-2654 | ISSN-e: 1989-8614 | DOI prefix: 10.15366/tp
Tendencias Pedagógicas is an open-access, peer-reviewed, academic publication, open and independent, edited by the Department of Didactics and Educational Theory at the Faculty of Teacher Traning and Education from Autonomous University of Madrid.
The journal addresses a variety of topics all related with the academic fields of Didactics and School Organization, Theory and History of Education, and Assessment and Research Methods in Education. Tendencias Pedagógicas intends to critically address the present educational questions. Since its first publication in 1994, it has become a meeting point for comunication and exchange between both academics and profesionals in the filed of education.
Tendencias Pedagógicas is intended, mainly, for researchers, students and university teaching staff in Educational Sciences, as well as education professionals interested in taking part in pedagogical discussions and exchange ideas about education practices and pedagogical knowledge.
ISSN-L: 1133-2654 | ISSN-e: 1989-8614 | DOI prefix: 10.15366/tp
Tendencias Pedagógicas is an open-access, peer-reviewed, academic publication, open and independent, edited by the Department of Didactics and Educational Theory at the Faculty of Teacher Traning and Education from Autonomous University of Madrid.
The journal addresses a variety of topics all related with the academic fields of Didactics and School Organization, Theory and History of Education, and Assessment and Research Methods in Education. Tendencias Pedagógicas intends to critically address the present educational questions. Since its first publication in 1994, it has become a meeting point for comunication and exchange between both academics and profesionals in the filed of education.
Tendencias Pedagógicas is intended, mainly, for researchers, students and university teaching staff in Educational Sciences, as well as education professionals interested in taking part in pedagogical discussions and exchange ideas about education practices and pedagogical knowledge.
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The objective of this case study is to understand and reflect on future scenarios for current schooling processes, based on the theory and available evidence. The choice of theme reflects a growing concern about the challenges facing school systems in the field of educational policy, school organization, and pedagogy and school technologies. The progressive loss of the moral role historically assigned to school education is faced with the emergence of new agencies and knowledge sharing partners that, through networks, screens and data, not only bother and challenge old school structures, but also on many occasions, they generate practices with higher levels of social legitimacy.
En los últimos años, el mundo ha experimentado una gran revolución centrada en la recopilación y aplicación de big data en varios campos. Esto ha afectado muchos aspectos de nuestra vida diaria, incluidos el gobierno, la manufactura, el comercio, la salud, la comunicación, el entretenimiento y muchos más. Hasta ahora, la educación se ha beneficiado muy poco de la revolución del big data. En este artículo revisamos el potencial de los macrodatos en el contexto de los sistemas educativos. Dichos datos pueden incluir archivos de registro extraídos de entornos de aprendizaje en línea, mensajes en foros de discusión en línea, respuestas a preguntas abiertas, calificaciones en diversas tareas, información demográfica y administrativa, discurso, notas escritas a mano, ilustraciones, gestos y movimientos, señales neurofisiológicas, movimientos oculares y muchos más. Analizando estos datos es posible calcular una amplia gama de mediciones del proceso de aprendizaje y apoyar a diversos interesados educativos con una toma de decisiones informada. Ofrecemos un marco para una mejor comprensión de cómo se puede utilizar el big data en la educación. El marco comprende varios elementos que deben abordarse en este contexto: definición de los datos; formulación de aparatos de recolección y almacenamiento de datos; análisis de datos y aplicación de productos de análisis. Además, revisamos algunas oportunidades clave y algunos desafíos importantes del uso de big data en la educación.
Contemporary educational policies that encourage competition between schools subscribe to economic arguments about the superior nature of markets and are articulated based on a virtuous vision of their effects. The following report aims to explore the connections between market dynamics in education, especially the expansion of competition between schools through privatisation identifying the responses that schools elaborate to a competitive environment. Thus, our objective is to understand how market dynamics are related to the trajectories of schools during the period 2000-2010 in Chile. To respond to this objective, we used a research design based on a multiple case study and through different sources of information we examined the trajectory of public and private schools located in highly competitive contexts.
This study presents a reflection, description, and analysis of the implementation of continuous work days at educational centers in Catalonia. In the last years, this measure has been introduced in nearly all public secondary schools. Currently, there is also a plan to evaluate the introduction of such measure at primary schools. On the contrary, private and semi-private schools have maintained the same schedule and they have not made any changes in this regard. The article intends to reflect whether or not there might be negative effects on the students. Many of them do not participate in any extracurricular activities after class; as those are expensive and many families cannot afford them. This situation leads to certain groups not doing any activities outside of school hours. Instead, they spend their time mainly at home or with peers in similar circumstances.
The expansion of Higher Education in Brazil has made possible an increase innew courses and new opportunities for admission, resulting in the need for evaluation of students and training institutions. In view of the above, two objectives were set: i) to identify in scientific literature associations between socioeconomic variables and the performance of undergraduate students in ENADE, and ii) to associate the socioeconomic profile of Physical Education students with their performance in ENADE 2017. The methodological steps suggested by Mendes, Silveira and Galvão (2008) were followed for the integrative review. In the second instance, the performance analysis of Physical Education students in ENADE 2017 was carried out on 27,134 students (age average 26.83, sd = 6.71). Most of the studies selected in the integrative review confirm this association, especially related to family income. Regarding the participation of Physical Education students in ENADE 2017, the results indicated a higher performance by the ones who have some form of income, or receive help from their family or other people, to fund their tuition and expenses while studying. The study also pointed out that the higher performances refer to students whose parents had a higher level of education.
Teacher coordination is fundamental to achieve the new paradigm that the European Higher Education Area demands. The coordination and realization of interdisciplinary activities facilitate the acquisition of professional competencies necessary for our students' future performance in the workplace. In this study we present the data concerning the perception that students and teachers of the University of Valladolid have after the realization of an interdisciplinary initiative between two subjects taught as part of the Degree in Education. A mixed methodology has been used with a cross-sectional design. Two ad hoc instruments have been designed for the collection of data from students and teachers. Results: Regarding student perception, the interdisciplinary practice sessions have been highly valued for being considered useful and helpful in understanding the contents of the subjects taught. In addition, the follow-up done of the research work, documentation and organization of the sessions has also been considered as highly positively. The coordination of teachers has been less positively considered. With regards to the perception of the professors the mutual learnings derived from the coordination of the activity have been considered positive, but the increase of work and effort that this type of sessions require has been highlighted as a negative aspect. In general, it is very interesting and productive to carry out this type of interdisciplinary practice sessions, but they must be carefully designed and planned. New technologies can be a useful resource to help teacher coordination.
The present study shows the perception that a group of teenagers between 12 and 13 years old have of themselves and of others. They live in the urban area of Mexico City and are in their first year of secondary education in a private middle-class school. The study has been carried out through 85 memes made after the reading of Alice in Wonderland. This is a quantitative research that shows who are the figures of authority and what are the fears that adolescents have today. It also shows the amount of words that young people need to convey a complete idea through a meme, and their concerns for the social problems they see or have been involved in. All this is discovered through a character or scene selected by the students after reading a universal literature classic assigned in Spanish class. This study seeks to show how it is possible to unite the so-called high culture with technoculture in the classroom to reflect cultural information about adolescents. This study is presented as a proposal for innovation, applicable to other educational levels and to other classic literature texts, where the main characteristic is the development of empathy for others.
The XXI century University demands cultural training. This term comprises a broader concept and process of comprehensive education with greater social commitment. In this context, new methodologies are emerging in which students take greater prominence in the teaching-learning process. This educational project is presented under those premises and is aimed at promoting educational cooperation and significant learning tasks between young people with intellectual disabilities and students of the Social Education degree. The methodology used for its development is based on learning and service, because it places the student at the centre of the teaching-learning process, developing personal and community growth through active, committed and reflective experience. The results obtained are satisfying. They show that a holistic learning has been achieved, which unites theory and practice as well as the development of professional and affective competences. We are satisfied with the goal achieved, not only in terms of learning outcomes, which are important, but even more because the activity has achieved the empowerment of our students, who have believed in their ability to achieve things, especially the students with cognitive disabilities, who, in many cases, have a low self-perception of their possibilities and doubt their capabilities to face or resolve certain situations.
Article first published in 1929 in the journal Revista de Pedagogía by Rosa Sensat, principal of the female section of the Escuela Bosque founded in 1914 in Barcelona. The text shows Sensat's reflection about her experience in the Escuela Bosque. The author highlights the school placement, in the natural environment, as a specific characteristic, but she also states that the educational activity carried out in a school, regardless of the environment, must be guided and applied. She concludes the importance of the natural environment for promoting the spirit of observation and study, and she claims for the need of understanding the classroom as a place for analysing and systematizing the information collected in the natural environment. She closes the reflection advocating for spiritual education, respect for students' learning needs and their happiness. Teresa Rabazas Romero and Carlos Sanz Simón, researchers at the Museum of History of Education "Manuel Bartolomé Cossío" at the Complutense University of Madrid, have added to this reedition a brief contextualization.
The objective of this case study is to understand and reflect on future scenarios for current schooling processes, based on the theory and available evidence. The choice of theme reflects a growing concern about the challenges facing school systems in the field of educational policy, school organization, and pedagogy and school technologies. The progressive loss of the moral role historically assigned to school education is faced with the emergence of new agencies and knowledge sharing partners that, through networks, screens and data, not only bother and challenge old school structures, but also on many occasions, they generate practices with higher levels of social legitimacy.
En los últimos años, el mundo ha experimentado una gran revolución centrada en la recopilación y aplicación de big data en varios campos. Esto ha afectado muchos aspectos de nuestra vida diaria, incluidos el gobierno, la manufactura, el comercio, la salud, la comunicación, el entretenimiento y muchos más. Hasta ahora, la educación se ha beneficiado muy poco de la revolución del big data. En este artículo revisamos el potencial de los macrodatos en el contexto de los sistemas educativos. Dichos datos pueden incluir archivos de registro extraídos de entornos de aprendizaje en línea, mensajes en foros de discusión en línea, respuestas a preguntas abiertas, calificaciones en diversas tareas, información demográfica y administrativa, discurso, notas escritas a mano, ilustraciones, gestos y movimientos, señales neurofisiológicas, movimientos oculares y muchos más. Analizando estos datos es posible calcular una amplia gama de mediciones del proceso de aprendizaje y apoyar a diversos interesados educativos con una toma de decisiones informada. Ofrecemos un marco para una mejor comprensión de cómo se puede utilizar el big data en la educación. El marco comprende varios elementos que deben abordarse en este contexto: definición de los datos; formulación de aparatos de recolección y almacenamiento de datos; análisis de datos y aplicación de productos de análisis. Además, revisamos algunas oportunidades clave y algunos desafíos importantes del uso de big data en la educación.
Contemporary educational policies that encourage competition between schools subscribe to economic arguments about the superior nature of markets and are articulated based on a virtuous vision of their effects. The following report aims to explore the connections between market dynamics in education, especially the expansion of competition between schools through privatisation identifying the responses that schools elaborate to a competitive environment. Thus, our objective is to understand how market dynamics are related to the trajectories of schools during the period 2000-2010 in Chile. To respond to this objective, we used a research design based on a multiple case study and through different sources of information we examined the trajectory of public and private schools located in highly competitive contexts.
This study presents a reflection, description, and analysis of the implementation of continuous work days at educational centers in Catalonia. In the last years, this measure has been introduced in nearly all public secondary schools. Currently, there is also a plan to evaluate the introduction of such measure at primary schools. On the contrary, private and semi-private schools have maintained the same schedule and they have not made any changes in this regard. The article intends to reflect whether or not there might be negative effects on the students. Many of them do not participate in any extracurricular activities after class; as those are expensive and many families cannot afford them. This situation leads to certain groups not doing any activities outside of school hours. Instead, they spend their time mainly at home or with peers in similar circumstances.
The expansion of Higher Education in Brazil has made possible an increase innew courses and new opportunities for admission, resulting in the need for evaluation of students and training institutions. In view of the above, two objectives were set: i) to identify in scientific literature associations between socioeconomic variables and the performance of undergraduate students in ENADE, and ii) to associate the socioeconomic profile of Physical Education students with their performance in ENADE 2017. The methodological steps suggested by Mendes, Silveira and Galvão (2008) were followed for the integrative review. In the second instance, the performance analysis of Physical Education students in ENADE 2017 was carried out on 27,134 students (age average 26.83, sd = 6.71). Most of the studies selected in the integrative review confirm this association, especially related to family income. Regarding the participation of Physical Education students in ENADE 2017, the results indicated a higher performance by the ones who have some form of income, or receive help from their family or other people, to fund their tuition and expenses while studying. The study also pointed out that the higher performances refer to students whose parents had a higher level of education.
Teacher coordination is fundamental to achieve the new paradigm that the European Higher Education Area demands. The coordination and realization of interdisciplinary activities facilitate the acquisition of professional competencies necessary for our students' future performance in the workplace. In this study we present the data concerning the perception that students and teachers of the University of Valladolid have after the realization of an interdisciplinary initiative between two subjects taught as part of the Degree in Education. A mixed methodology has been used with a cross-sectional design. Two ad hoc instruments have been designed for the collection of data from students and teachers. Results: Regarding student perception, the interdisciplinary practice sessions have been highly valued for being considered useful and helpful in understanding the contents of the subjects taught. In addition, the follow-up done of the research work, documentation and organization of the sessions has also been considered as highly positively. The coordination of teachers has been less positively considered. With regards to the perception of the professors the mutual learnings derived from the coordination of the activity have been considered positive, but the increase of work and effort that this type of sessions require has been highlighted as a negative aspect. In general, it is very interesting and productive to carry out this type of interdisciplinary practice sessions, but they must be carefully designed and planned. New technologies can be a useful resource to help teacher coordination.
The present study shows the perception that a group of teenagers between 12 and 13 years old have of themselves and of others. They live in the urban area of Mexico City and are in their first year of secondary education in a private middle-class school. The study has been carried out through 85 memes made after the reading of Alice in Wonderland. This is a quantitative research that shows who are the figures of authority and what are the fears that adolescents have today. It also shows the amount of words that young people need to convey a complete idea through a meme, and their concerns for the social problems they see or have been involved in. All this is discovered through a character or scene selected by the students after reading a universal literature classic assigned in Spanish class. This study seeks to show how it is possible to unite the so-called high culture with technoculture in the classroom to reflect cultural information about adolescents. This study is presented as a proposal for innovation, applicable to other educational levels and to other classic literature texts, where the main characteristic is the development of empathy for others.
The XXI century University demands cultural training. This term comprises a broader concept and process of comprehensive education with greater social commitment. In this context, new methodologies are emerging in which students take greater prominence in the teaching-learning process. This educational project is presented under those premises and is aimed at promoting educational cooperation and significant learning tasks between young people with intellectual disabilities and students of the Social Education degree. The methodology used for its development is based on learning and service, because it places the student at the centre of the teaching-learning process, developing personal and community growth through active, committed and reflective experience. The results obtained are satisfying. They show that a holistic learning has been achieved, which unites theory and practice as well as the development of professional and affective competences. We are satisfied with the goal achieved, not only in terms of learning outcomes, which are important, but even more because the activity has achieved the empowerment of our students, who have believed in their ability to achieve things, especially the students with cognitive disabilities, who, in many cases, have a low self-perception of their possibilities and doubt their capabilities to face or resolve certain situations.
Article first published in 1929 in the journal Revista de Pedagogía by Rosa Sensat, principal of the female section of the Escuela Bosque founded in 1914 in Barcelona. The text shows Sensat's reflection about her experience in the Escuela Bosque. The author highlights the school placement, in the natural environment, as a specific characteristic, but she also states that the educational activity carried out in a school, regardless of the environment, must be guided and applied. She concludes the importance of the natural environment for promoting the spirit of observation and study, and she claims for the need of understanding the classroom as a place for analysing and systematizing the information collected in the natural environment. She closes the reflection advocating for spiritual education, respect for students' learning needs and their happiness. Teresa Rabazas Romero and Carlos Sanz Simón, researchers at the Museum of History of Education "Manuel Bartolomé Cossío" at the Complutense University of Madrid, have added to this reedition a brief contextualization.