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Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Could be easy to find interesting studies about the influence of some factors (personal, social, institutional, etc.) as facilitators or inhibitors of adequate academic transition from student's perspective. This paper describes the process of academic adjustment to high education college from the perspective of first-year teachers. Underlies also the relationship between faculty motivation and satisfaction and students retention. Collect opinions of first-year teachers could result of particular interest. They can have an important influence on students, being a reference for them. Could be possible to identify some profile of first year teachers, not only in terms of the characteristics of the discipline to be taught, but also the student's profile and the characteristics of the class groups. A statistical survey has been done to all first-year teachers at grades of Administration and Management (ADE) and Education studies, at the University of Barcelona. This survey was done at the end of the 2010-11 academic year, obtaining a rate 45% response. Sample includes "online comments" from faculty members. Statistical techniques as descriptive analysis and regression analysis, based on a principal components analysis, let identify relationships between variables. The study also collected qualitative results of the opinions of higher education teachers to incorporate personal aspects. Factors relating to teaching context are those that have a higher influence in faculty satisfaction. On the other hand, student previous academic preparation has a negative effect on it. Four factors were identified through a dimensional reduction of variables: teaching coordination and operation, teaching conditions, teaching experience and teacher gender. This paper would remark this point and suggest some improving needs for a first year teachers and those who have responsibilities on it. Results show how teachers' motivation and involvement decline slightly throughout the academic year. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Doctoral training in pedagogical science has had a sustained development in Cuba that has caused a steady increase of doctoral theses; however, the quality of the theses defended has not been systematically subjected to an evaluation to determine the difficulties that affect them. The aim of this paper is to assess their quality through the shortcomings identified by expert judgment, so a survey was applied to several specialists from different universities in the country, according to their professional experience in the training of doctors in this specialty. The criteria were processed through a qualitative methodology, which have a high degree of overlap and reveal several problems related to insufficient cultural and scientific background of the candidates, the weaknesses of the theoretical and methodological designs and the little rigor of the results contributed by scientists. Several suggestions to continue researching this problem are proposed, as well as ways to improve the professionalism of PhD already trained. [ABSTRACT FROM AUTHOR]

This paper is focused on the selfassessment trough e-rubrics. Rubrics as an instrument of self-assessment involve a process of reflection that can contribute to increase the involvement and awareness of their own achievements. Here we wanted to engage students from the design and creation of rubric through a collaborative process of building an e-rubric by the students and the teacher. In this study, undergraduate students of Pedagogy participated in an elective subject in their third year. It was developed in several stages in a semester: training for using e-rubrics, designing and construction of e-rubrics, using the e-rubric as a tool for self-assessment and filling a final questionnaire to collect their views. It's important to consider that when we work with innovative strategies of assessment, students have to know not only the features of the instrument but also they have to know the influence to improve their learning processes and they have to achieve the ability to incorporate it to their own skills as education professionals. As main result, students highlighted the importance of rubrics to guide their learning processes and to reflect about it and the capacity of rubric to predict their performance in the subject. [ABSTRACT FROM AUTHOR]

The PhD project is a text of importance in ensuring that decisions regarding theoretical stage, the goal formulation, proposed methods, are duly aligned with practices of good research. However, it is not a genre explicitly under examination, non-existent scrutiny in the case of proposals of pedagogical formality. In this paper we analyze, from theoretical frames and analytical procedures proven, 31 projects from two doctorates in Education of the National University of Cuyo and of the Catholic University of Cuyo, Argentina, in order to explore what kinds of titles show up, how problem is warranted and which modalities adopts the incorporation of other texts (citation and referencing). These textual components are selected because they are directly associated with the initial logic of an inquiry, whose relevance resides in that it is the requirement sine qua non that must satisfy a project to be approved. The results show that types of titles form a restricted set wherein prevails the nominal construction that announces the subject; the justification of problem appears as a weak area with preeminence of the ones based on its importance and on the contribution of the findings; predominates the attributive function of the citation, i.e., citation associated to an encyclopedic use of the referred publications. [ABSTRACT FROM AUTHOR]

Systematic training for in-service teachers whose main occupation is not teaching presents challenges. This paper describes a teaching training program at a university of health sciences that deals with them. Around 40 professionals who teach in undergraduate and graduate courses of the Instituto Universitario del Hospital Italiano de Buenos Aires take part annually in this program. In order to explain how this program faces those challenges, we perform a pedagogicaldidactic characterization of some of its "training devices". This analysis is part of didactical design research undertaken by the authors and teachers responsible for this proposal and includes both systematic record of experience in the classroom, participants written work and their personal reflections. As a result we find that these devices can be grouped into three types: to mobilize the reflection on their own conceptions, to produce alternative courses of actions and to play the whole game of teaching. From the voice of the participants, these devices, complementary and throughout the two years of the program, problematize practices uncritically reproduce, modify conceptions and improve the practice of teaching. Thus, this analysis provides conceptualizations and training proposals that could support not only the activity of those who are responsible for designing and conducting such projects, but also to the production of knowledge in the field of teacher training in university teaching. [ABSTRACT FROM AUTHOR]

This paper shows different aspects of a project in the context of Teacher Training at the Education University of Málaga. It works, through Life Stories, the idea of “school" the students have when they start their teacher training studies and the changing experience through the process of critical reflection. It is understood that to open a repertoire of experiences also opens the view about the profession and the kind of action it represents.In short, it shows how Stories of Life can be relevant to generate learning conditions. In this way it takes the construction of shared narratives about the sense and functions of school though particular stories of actors. In this way, it speaks about shared stories to show a place of training as a place of meeting. [ABSTRACT FROM AUTHOR]

The objective of this article is to present, on one hand, the main theoretical categories and notions that, as a frame of reference, sustain a group of recent studies--produced in the European and Anglo-Saxon academic world--on the emergence of education as a disciplinary field. On the other hand, the article offers a panoramic view of the processes of the global institutionalization of education as a disciplinary field; such a view is provided by analyzing national cases from Europe and the United States that serve as examples of the use and potential of the presented categories and notions. The paper aspires not only to reveal production that on the most part is not translated into Spanish, but also to enrich the regional historiographical and theoretical discussion that will permit advances in the study of the origins of education as a disciplinary field. [ABSTRACT FROM AUTHOR]

This paper deals with the processes of self-regulation of learning, feedback and the transfer of academic knowledge in students majoring in education at the Universidad Nacional de Río Cuarto, Argentina. With the aim of impacting the acquisition of knowledge, the transfer of concepts in the field of teaching and the development of self-regulated learning, we applied, by means of design-based research methodology, two sequences of tasks that allowed us to analyze the answers that the students developed to complex problems similar to those they might face in their future professional practice. The theoretical framework of the study was structured based on current developments of the social constructivist approach of educational psychology. The joint analysis of the results shows the importance of giving university students assignments that employ the processes of interpretation and the transfer of problematic situations, group elaborations, and instances of feedback that permit the revision and improvement of answers. [ABSTRACT FROM AUTHOR]

This paper, following a review of the literature that justifies the importance of the external tutor role of teaching practices in university education teachers, shows a training experience had as a main objective the improvement of teaching practices throw a course for external tutors implemented on Faculty of Education and Humanities of Ceuta (University of Granada) with more than 60 teachers (external tutors and academic tutors or supervisors). The formative experience, for 80 hours, combining different training methods (lectures, conferences and workshops) structured in four phases: 1) Reflection on teaching practices today, 2) Conferences and lectures on what and how to improve it, 3) Applying the knowledge to the design of "Welcoming plans for trainee in external centers of Child, Primary and Secondary Education in Ceuta city, and 4) Evaluation of training throw teachers feedback. The results show a high positive reaction from external tutors with the training activity and a quick implementation of process to trainee received by the external centers. There have also been detected others needs and how to approach them to be tackle in future courses for improvement of teaching practices, factors, moreover, also reflected in different tendencies and models analyzed. [ABSTRACT FROM AUTHOR]

Preparing professionals for pursuing a Ph.D. is a current and constant concern of postgraduate education in Cuba. A lot a work is been done to help advisers, critiques and participants in examination boards improve their performances while advising or evaluating thesis. This paper is intended to contribute to such preparation by putting the qualitative and the quantitative approaches and their usage in the center of PhD's reflections and by giving opinions and suggestions that help doctors and doctors-to-be improve what they are doing. [ABSTRACT FROM AUTHOR]

The teacher training for effective implementation of teaching of the nature of science (NOS) is a key issue in the current science education. In this paper, we expose the main components of Pedagogical Content Knowledge (PCK) for NOS, as knowledge base that a professor of science has to get in their professional development. We propose an integrative PCK-NOS model, several contexts to display the NOS in the classroom, and the use of an explicit & reflective approach. The science teachers training must pay attention to the pointed aspects, and the science education should investigate them. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Knowledge management systems support education at different levels of the education. This is very important for the process in which the higher education of Cuba is involved. Structural transformations of teaching are focused on supporting the foundation of the information society in the country. This paper describes technical aspects of the designing of a model for the integration of multiple knowledge management tools that support teaching. The proposal is based on the definition of an ontology for the explicit formal description of the semantic of motivations of students and professors in the learning process. Its target is to facilitate the spreading of knowledge. [ABSTRACT FROM AUTHOR]

The research project "Good Teaching Practices and Teacher Education: Contributions Towards a New Pedagogical Agenda" studies good teaching in the EFL Teacher Education Program at the School of Humanities, Mar del Plata State University, Argentina. The investigation proceeds within the framework of the new agenda for didactics. It began by identifying good practices through a semi-open questionnaire administered to a selected sample of good senior students in the Program. Recorded instructors were interviewed by means of a semi-flexible script emphasizing their narrative perspectives. This paper summarizes a comparative analysis of conceptions of good teaching registered for two professors. The interpretation of these stories aims at generating categories to publicly and theoretically signify their private teaching experiences. This process allows for the exploration of some of the complexities concerning pre-service EFL teaching education. [ABSTRACT FROM AUTHOR]

In this paper, we show that the hidden curriculum approach is relevant for math teaching at different levels of the French education system, from senior high school to tertiary education to first year of math secondary teacher training. Considering that the existence of learning necessities non explicitly cared about by any institution is a phenomenon that is impossible to avoid, we propose several ways to manage with the difficulties that creates this curriculum ignored by the education system. [ABSTRACT FROM AUTHOR]

This paper reports a research about a group of in-service teachers working in primary public schools in a poor urban zone in Monterrey city, Mexico. Its main aim was to study teachers' conceptions about the teaching of subtraction and, in particular, to know more about the role that they assign to context and contextualizing in the teaching process. Broadly speaking, the research arose from the interest to know more about the relationship between the training and education in mathematics of primary teachers and how the teaching and learning of mathematics actually takes place at school. [ABSTRACT FROM AUTHOR]

A quick glance at current pedagogic innovations cannot ignore the decisive role that has been granted to image -- in any of its means of support. This is evident in the renewal of publishing proposals pertinent to school texts, in which image has become a central and unavoidable means of organizing information. If the infrequent extension and generalization of this device would lead one to think of a radical novelty, then its analysis from a historical perspective allows it to be understood as part of a plurisecular process that dates back to the origins of Modernity with the appearance, in 1658, of the first illustrated "manual" -- the Orbis Sensualium Pictus of Comenio --, on which this paper will focus its analysis. [ABSTRACT FROM AUTHOR]