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This paper offers a reflection on the inclusion of the gender perspective in the university classroom, specifically, within the compulsory subject of Strategies for communication in multilingual groups of the Degree in Social Education at the University of Almería (Spain). In this, a didactic training proposal for Social Education students is proposed from the parameters of Critical Discourse Analysis to determine what discursive strategies the Spanish press uses to refer to refugee-type migrants, especially women. For this, the corpus created by the R + D DIPURE Project (The Public Discourse on Refugees in Spain) was used, since we consider that the results of the analysis will collaborate in recognizing possible stereotypes and prejudices that can be transmitted in this public discourse of the media, in this case Spanish, to be able to be combated and overcome in the framework of a democratic society that pursues equity and equality between women and men. [ABSTRACT FROM AUTHOR]

This paper presents the partial results of a research project developed over two academic years (2015-16 and 2016-17) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo. The objective of the project was to improve teaching in several subjects from different curricula in the field of education, based on the analysis of classroom activities. To this end, a methodology inspired by the Lesson Study model was adopted. The results show that students learn through the use of skills which are considered key for teachers. The conclusions demonstrate that the research process has great potential for improving teaching in higher education and highlight the need for students to assume a more active role throughout the whole research process. [ABSTRACT FROM AUTHOR]

This paper proposes an approach to the study of the strategies used by some Catholic student groups in Uruguay in order to in order to influence within the university. From a historical and qualitative methodology, it identifies the continuities and ruptures of the forms used by these groups to reach a greater influence at Universidad de la República, the only university institution at the time, are identified. It seeks to contribute to the study of the recent past from an innovative approach that places attention on speeches and practices deployed by youth sectors of Catholicism from the specialized Catholic Action neglected by national researchers. In this way, it seeks to enrich the understanding of local processes by inserting them into broader contexts at the Latin American regional level and at a global level marked by the Cold War. [ABSTRACT FROM AUTHOR]

Tutoring is institutionalized in all educative stages from childhood to higher education. However, tutoring at university level has a much shorter and newer tradition. Since the implementation of EHES, tutoring has come back as a quality factor in this educative stage, but the resurgence of university level tutoring should not be seen as a novelty but as a fundamental guiding process with many advantages and benefits to the university community. Because of that, the aim of this paper is to go into detail about the implementation and development of tutoring in this context from university student's perception. This paper is done using a quantitative methodology approach with a descriptive and transversal research design. 572 undergraduate students of Childhood Edu cation, Primary Education, Social Education and Pedagogy from the University of Murcia have participated. These students contribute their opinions and evaluations through an ad hoc questionnaire based on a previous research. A reliability and validation analysis is presented through an exploratory factorial analysis. The database and its analysis were undertaken with SPSS v.21 statistics program. Descriptive and inference analysis is used on purpose. The results show different ways of intervention aimed at offering a better quality for the educative process. One especially relevant establishes that more careful attention shoud be paid to the design processes of tutoring action plans, in line with the research of González and León (2014) or Cano and Paula (2008). [ABSTRACT FROM AUTHOR]

The PEINAS project (Intercultural Pedagogy and Service-Learning) was born in the academic year 2010/2011 associated to an academic subject called "Intercultural Pedagogy" (Second year of the Degree in Pedagogy, University of Santiago de Compostela). The project aims to improve the knowledge of the different cultural communities in Galicia about their social and educational realities. Thus, students create links with different entities where they undertake a social service, on an academic basis, according to specific needs. What this paper intends is to explore the development of civic-social competence in university students who participate in a project of these characteristics. In addition, we compare students who participated in the project with those who did not participate. To this end, we use a post-test elaborated within the framework of a project of the Spanish National Plan for Research (EDU2013-41687-R), which allows us to see the differences among groups of students. The conclusions highlight the fact that students who participate in such experiences increase their opportunities to acquire a series of relational and civicsocial skills of considerable importance for their practical training and the development of sound learning structures. [ABSTRACT FROM AUTHOR]

The epistemological shift towards a society and a university of knowledge has had as an immediate effect on a renewal of teaching based on a thorough reflection on the new role of teachers and learners in higher education. The ongoing changes and the filtration due to the wide variety of competences have determined new identities in university teaching; in this, the differences and the specificities will be defined within each disciplinary field, although there is a series of main competencies (cognitive, instrumental, interpersonal and research) common in each domain for the achievement of successful academic relations. In this paper, we intend to make a review of the competency models that have emerged in higher education as a result of the Bologna Declaration (1999) and its impact on the qualification of teachers and their continuing areas of development in the field of education. The review of these academic standards will allow us go into depth based on what the current situation and the new facets of university teachers are, who have acquired a bidirectional profile oriented towards professionalism and empowering specialisation and knowledge. The analysis of these aspects implies a reconsideration of all the factors that have influenced the current status of university teachers, from whom not only a master of a specific knowledge is expected but also adaptation to the substantial changes of the society and the university in order to achieve an improvement in the quality of teaching, an embodiment of teaching innovation procedures and a legitimate attainment of knowledge transfer. [ABSTRACT FROM AUTHOR]