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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 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]

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]