Articles publicats (Ciències de l'Educació)

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    Open Access
    Los «Cursillos de Selección Profesional» en la escuela normal de Lleida (1932): una revisión historiográfica
    (Sociedad Española de Historia de la Educación, 2024) Simón Martín, Meritxell; Jové Monclús, Glòria
    El Gobierno Provisional de la República promovió, entre otras iniciativas educativas, una reestructuración de la instrucción pública primaria y de la formación de maestros. En este contexto, el 3 de julio de 1931 promulgó un Decreto que estructuraba un nuevo formato de formación de primaria y de ingreso en el Magisterio que sustituía a las oposiciones entonces vigentes: los «cursillos de selección profesional». Se trata de una temática en Historia de la Educación que no ha sido objeto de estudio sistemático. Tanto aquellos que los mencionan de pasada como aquellos que se centran en su estudio lo hacen en base a publicaciones institucionales y educativas. Hasta la fecha, solo existen dos trabajos que hayan incorporado, aunque de forma breve, la voz de los/as «cursillistas». Este artículo se propone hacer una breve revisión historiográfica y presentar un estudio de caso entorno a la Escuela Normal de Lleida. Este estudio toma como fuentes históricas manuscritos inéditos (11 diarios escritos por unos 190 cursillistas en febrero de 1932) del Fondo de la Escuela Normal de Lleida (1841-1950), que se encuentra en el Archivo y Gestión de Documentos de la Universidad de Lleida (AUdL). Además, el artículo propone una hipótesis de trabajo: el método de formación/evaluación de los/as cursillistas en base a un escrito «autobiográfico» (las «cuartillas») que estableció el Decreto del 3 de julio de 1931 es una innovación pedagógica que estaría, al menos en la concreción que se materializó en Lleida, de acorde con la perspectivo didáctico-pedagógica de Célestin Freinet.
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    Open Access
    10 Facilitators of sense of belonging through Digital Competences: a qualitative study with educational science students
    (Firenze University Press, 2023) Fernández Rodrigo, Laura; Erta-Majó, Arnau ; Tirocchi, Simona
    This study explores how digital competences (DC) can contribute to fostering the sense of belonging in social groups. It examines the factors that shape belonging agency, trust, and social capital, while considering the potential of digital technologies to promote it and the role of DC in enhancing social inclusion, also in an intersectional perspective. This research uses qualitative methods and peer-research following the last version of the DigComp model developed by European Commission. A total of 108 participants from two universities from the European context were involved. The results identified 10 facilitators of sense of belonging: common interest, learning and engagement, voice and empowering, communication, interculturality, leisure activities, shared emotions, being informed, freedom of speech, and group values and norms. The findings highlight the ways in which DC, such as content creation, problem-solving, and communication and collaboration, contribute to fostering a sense of belonging into social groups. Finally, the study points out that digital technologies can be a tool to support the facilitators of belonging rather than being the central focus. The research underscores the importance of considering actions and abilities rather than specific tools in promoting social belonging in the digital era.
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    Open Access
    Does emotional awareness lead to resilience? Differences based on sex in adolescence
    (Elsevier, 2023) Garcia-Blanc, Núria; Senar Morera, Fernando; Ros Morente, Agnès; Filella Guiu, Gemma
    Adolescence presents many challenges and changes, making the prevention of mental disorders significant. Resilience is considered a key factor in understanding the emotional development of adolescents, as it allows them to overcome adversity and learn to generate personal resources that promote their psychological well-being. Emotional awareness and emotional regulation are highlighted as protective factors against adversity. Emotional awareness refers to the ability to recognize, understand, and accept own and others' emotions. In contrast, emotional regulation involves controlling emotions and modifying behavior to achieve goals, adapt to the context, or promote well-being. Although it is known that these factors have an important effect on the resilience capacities of adolescents, few empirical studies analyze this relationship. This study aims to examine the effect of emotional awareness on resilience, as well as the possible mediation of emotional regulation strategies (cognitive reappraisal and suppression), and to consider possible sex differences in a sample of 376 Spanish adolescents. Statistical techniques such as T-Test, Pearson correlation, confirmatory factor analysis, and structural equation modeling were applied. Factorial invariance between groups was also examined, and a structural invariance analysis was performed. The results indicate that emotional awareness itself does not have a direct effect on the resilience of adolescents. In addition, there are sex differences in the impact of emotional awareness on regulation strategies. Therefore, it is necessary to consider Emotional awareness as a necessary condition for developing adaptive emotional regulation strategies as cognitive restructuring in the design of programs that contemplate the promotion of resilience in adolescents.
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    Open Access
    Methodological Approaches to Evidence Synthesis in Educational Technology. A Tertiary Systematic Mapping Review
    (Deutsche Gesellschaft für Erziehungswissenschaft, 2023-12) Buntins, Katja; Bedenlier, Svenja; Marín, Victoria I.; Händel, Marion; Bond, Melissa
    Evidence synthesis methods are becoming increasingly popular in the social sciences, particularly in the field of educational technology, where secondary research has grown exponentially in recent years. Although review studies provide insight into these methods, questions have been raised about their methodological rigor and transparency. This tertiary review analyzed transparency and reproducibility in the reporting of evidence synthesis methods in the field of educational technology across different types of reviews indexed in the Web of Science, ERIC, Scopus, Google Scholar, Dialnet, and FIS. Reviews were included if they were published in English, German, or Spanish; if they synthesized the use of educational technology within formal teaching and learning settings; and if they contained a methods section. A sample of 446 evidence syntheses were included for data extraction and synthesis in EPPI Reviewer, with systematic reviews, metaanalyses, and literature reviews selected for deeper analysis as the most widely used review types in the corpus. Indicators of replicability at critical stages of the review were identified and analyzed in the sample by review type (research question, search strategy, data extraction, and synthesis). The results show significant room for improvement of methodological transparency in data extraction and synthesis, with certain types of reviews showing lower scores than others on some indicators. The article concludes with recommendations for improving the methodological transparency and rigor of evidence synthesis in the field of educational technology.
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    Open Access
    La recuperación de la memoria histórica y del paisaje a partir del texto literario: el caso de pueblos anegados por embalses
    (Universitat de Lleida, Departament de Ciències de l’Educació, 2023-12-31) Selfa Sastre, Moisés
    En este trabajo, partimos del concepto de patrimonio literario con la finalidad de vincular fragmentos literarios de la novela Distintas formas de mirar el agua (2015), del escritor leonés Julio Llamazares, con imágenes de archivo o actuales que refieren lugares significativos que aparecen en dichos fragmentos. De este modo, podemos trazar una ruta literaria por espacios que hoy en día quedan anegados bajo las aguas del embalse de Porma (León), si bien algunos de ellos han emergido de las aguas por distintas razones o porque no fueron inundados quedando al borde y a poco espacio de las aguas. Esta es una manera que tiene el mediador de lectura de recuperar la memoria geográfica, histórica y el paisaje que hoy en día queda oculto o simplemente deslustrado en relación con los años en que gozó de un gran esplendor. La literatura y, concretamente, las rutas literarias se convierten en una herramienta didáctica de gran valor para vincular el texto literario con la memoria histórica de un lugar que queda, de este modo, rescatado del olvido.