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Copyright of Revista Internacional de Sociología is the property of Consejo Superior de Investigaciones Cientificas 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 Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico 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 Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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 Edmetic: Revista de Educación Mediática y TIC is the property of EDMETIC Revista de Educacion Mediatica 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 Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Olhar de Professor is the property of Olhar de Professor 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 Human Review is the property of Eagora Science 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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 Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 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.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao 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.)

In high education, reading and writing is a basic skill for correct oral an written transmission in the future professional. In Paraguay, standardized assessments at the end of secondary education as TERCE (Ministerio de Educación y Ciencias 2015) and PISA-D (MEC 2018) show that only between 5 - 20% of students pass them, and literacy skills is not internalize at the educational level. In higher education, students do not interpret readings, identify or relate ideas and articulate new content. The reading and writing skills in students of the professional cycle of Facultad de Ingeniería, Ayolas of Universidad Nacional de Asunción were analyzed at three levels: lexical, semantic and argumentative from a instrument developed by De la Peza, Rodríguez, Hernández, Rubio (2014). It evidenced that most of the students have a low level of literacy skills in short use of words, reduced interpretation of central ideas and regular capacity for argumentation because they were not able to incorporate their own ideas in personals documents after reading papers and journals. [ABSTRACT FROM AUTHOR]

In Colombia we are betting on the of inclusion, from children's centers, colleges and now universities, on people with and /or in disability, and their learning to know about a full integration in curricular processes, the interaction with the social, family and professional environment through pedagogical strategies that allow him to have access to meaningful learning, thus allowing him to have an improvement in his quality of professional life. This article presents an approach to inclusion from an educational perspective; some generalities are presented around the process of building an inclusive university, in order to recognize some advances, transformations and needs in terms of inclusion at university level. The text consists of three parts, first a look at inclusive education in the context, then present an opening of higher education with emphasis on the educational needs for an inclusive university, subsequently, the presents the teacher of higher education as the knowledge facilitator end knowledge articulator since inclusion end Anally the conclusions for an education university inclusive. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte 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.)

The development of Teacher's Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=273 from Chile and N=295 from Uruguay) was designed and implemented. TDC was also studied and discussed in relation to gender and educational level. Results showed a mostly basic level for the four dimensions of the TDC in the sample. Regarding the relationship between the variables and the TDC, the Planning, organization and management of spaces and technological resources' dimension is the only one showing significant differences. In particular, male students achieved a higher TDC level compared with female students. Furthermore, the proportion of Primary Education students with a low TDC level was significantly higher than other students. In conclusion, it is necessary, for teacher training institutions in Chile and Uruguay, to implement policies at different moments and in different areas of the ITT process in order to improve the development of the TDC. [ABSTRACT FROM AUTHOR]

The demands of the current business context demand the performance of professionals with skills of self-preparation, dynamic process management and specialization together with an intense use of ICT. Traditional teaching based on face-to-face classes has been replaced by a dynamic training that involves the student in direct contact with their field of work. The concept of learning-doing is directly identified with the training of personnel while doing the work for which it is formed. Learning by doing is a philosophy of overcoming that with an adequate implementation can influence in forming better skills in professionals. The present work has as objective to show the application of the concepts associated to the learning-doing in subjects of the career Industrial Engineering in the Technological University of Havana. For which methods of experimentation and study of cases in subjects have been applied. The results of the present study indicate a dynamic performance of students in the subjects Introduction to Engineering, Introduction to Industrial Engineering, Labor Practice I, II and III and Integrating Project; being able to manage the indicated knowledge from classes learning-doing and applying the work in team and group. [ABSTRACT FROM AUTHOR]

A study about the beliefs of Psychology students from six Chilean universities in relation to Information and Communication Technologies (ICT) is presented; goals on beliefs, valued as media or aims are considered. A qualitative study was employed, where 76 Psychology students were part of, from public and private institutions. In order to set the beliefs, an ideographic matrix was used, which registered opinions about the relation between informatics and psychology, with a cause for that reason. The analysis consisted of a first stage of construction of categories, through open coding; on the second stage the raising of the structure of goals was carried out, through the analysis of the reference of links amongst categories, which would correspond to the model of beliefs regarding ICT. The results show seven categories, highlighting as the basis for the ICT use, the entitled Comfort and speed, as well as a purpose goal entitled Support on psychological tasks, which also is, the most abstractly valued. It is concluded that the students possess an instrumental representation of ICT, just as support media to the psychological activities, which is accepted and socially valued, obstructing its inclusion on psychology as a development and investigation field. [ABSTRACT FROM AUTHOR]

In this article, we analyzed the students' self-perception regarding the use of technological tools for learning and study habits, as part of their academic training. From the pedagogical point of view, the self-perception of the students is the way in which they perceive themselves within the educational process. To do this, we analyzed the intrinsic and extrinsic motivation, uses of digital technologies for support learning, how they complement their studies and the perception they have about technologies. The information was collected through a questionnaire validated and applied to the student population of a Mexican university, through a stratified sample. Once the analysis of the data was carried out, we found that students' motivation significantly influences the way in which they use ICT and that the students' self-perception depends on the learning objective, either for an academic purpose or for informal learning. In addition, we found that the student seeks socialization either face-to-face or virtual to carry out the teaching-learning process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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.)

The interest in the development of new pedagogical strategies for experimental science teaching have increased these days. Thus, in order to teach a contextualized and provisional image of science, the nature of science knowledge must be linked with the pedagogical content knowledge to be taught. A pedagogical proposal about the nature of the scientific research is posed in this work to contribute with university teachers' education in the field of Health Sciences using action research model. Criteria for the design and the analysis of enacting results are presented here. The results show that university teachers uphold hypothetic-deductive images about Science but these were provisional, and they based their teaching on mainly intuitive ideas. The work in small groups and plenary debate allowed to confront teachers' representations, to reflect about own and others' images of science, as well as to review possible theoretical founded teaching strategies. [ABSTRACT FROM AUTHOR]

In this article one presents an analysis of the condition of the university harmonization in the European Space of Top Education. For such this purpose and from a qualitative perspective, there were examined the declarations of the European secretaries in charge of the university sector, the guiding criteria of the process of Bologna and studied 55 European universities, from the analysis of the degrees of Psychology and of Biology to determine how there is formed the application of the process of Bologna in both cases and to verify, if in effect, the university harmonization has taken place in Europe, or if on the contrary, they have given themselves steps though the harmonization of the university systems still is a hanging task. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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 Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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 Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas 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 Palermo Business Review is the property of Universidad de Palermo 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 Gerenciales is the property of Universidad ICESI 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.)

This paper presents the results of an international collaboration on ethics teaching for personal and professional values within the area of formal higher education using new communication technologies. The course design was based on the dialogic technique and was aimed at clarifying the students' own values, defining their own positions related to ethical dilemmas, developing argumentative strategies and an ethical commitment to their profession and contribution to society. The online dialogue between heterogeneous groups of students based on their cultural background -the main innovation of this training- was possible thanks to the technological and administrative support of the participating universities. To analyze the effect of this innovative training we employed a quasi-experimental design using a control group, i.e., without the option of online dialogue with students from ano - ther culture. University students from Spain (University of Cantabria) and Chile (Universidad Autónoma de Chile) participated in this study. The positive results, which included better scores and positive assessments of both debate involvement and intercultural contact by students who participated in the new teaching program, support the main conclusion that the opening of international dialogue on moral dilemmas through new communication technologies contributes significantly to improve ethics training in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho 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.)

It is to identify good practices that give rise to educational innovation in universities. The same innovation from conceptual aspect and its recognition by the features and areas in which it is presented. Therefore, first it contextualizes the phenomenon of globalization in which universities are embedded; the challenges faced and the policy framework to which they are subject are described, ending with the conceptual framework that characterizes good practices as a reference culture of educational innovation in universities. [ABSTRACT FROM AUTHOR]

This article arises from research conducted in 2012 and 2013 on teachers' conceptions about the profession, learning, teacher professional development and research at the undergraduate level of a Colombian university known for its high academic quality. This texts addresses the first category of such research, which deals with the conceptions of teachers about their profession from a qualitative study involving interviews with thirteen teachers selected with the help of a key informant who was provided with pre profiles. As a result, the characterization of the professional teacher , researcher and educator profile was obtained, and their understandings about the place of teaching in their professional activity was obtained, as well as their self-conception regarding teaching, time conflict and dedication to teaching. This is of paramount importance when it comes to understanding the reasons why a teacher takes over their role in the university in a certain way and his epistemology about teaching. [ABSTRACT FROM AUTHOR]

For a country to develop properly, progress in various fields of economy, science, technology and the arts is necessary, and for this the training of professionals who are capable of doing science and advanced technology is necessary. Institutions of higher education are responsible for completing the training of graduates with a high scientific level. The training of doctors in Cuba dates back only 22 years when a National System of Scientific Degrees was structured. The University of Havana has a staff of excellence that provides a postgraduate education that contributes with results that produce social benefits. The objective of this work was to perform a characterization of some of the factors that influence the behavior of the training process of doctors at the University of Havana and compare them in the areas of Natural Sciences and Social Sciences and Humanities in the period 2008 to 2013. The research was carried out by applying a survey designed taking into account factors that could influence the training process of doctors. As a result of this work it was possible to characterize the number of graduates, their age and participation in research groups, projects and networks, and the impact of mentors and collaborators in their training at the University of Havana, and also to compare the performance in this process between the areas of the Natural Sciences and Social Sciences and Humanities. [ABSTRACT FROM AUTHOR]

The incorporation of Spain into the European Higher Education Area (EHEA) is changing the traditional approach to Higher Education; thus, the focus is now on Learning with teaching being expected to develop skills and use active methodologies. Despite this, faculties still use traditional methodologies based on the simple idea of transmission of knowledge and, unfortunately, pay little attention to student's active learning and methodological innovations. In the present work we explore the potential benefits of the Problem-Based Learning (PBL) methodology as a teaching strategy for future teachers training. Specifically, we developed a teaching innovation project in which we implemented such a methodology in the Grades of Elementary Education and Early Childhood Education. The results show that PBL increases students' motivation, improves selflearning skills, and facilitates teamwork, problem solving and new knowledge learning. In addition, PBL provides students with the opportunity to develop the social dimension of integral education through the education in values and the ethical commitment involved in sharing knowledge and learning. [ABSTRACT FROM AUTHOR]

The research identifies the moments of their training at which the students use ICT, to analyze the use of them so as to determine their role as mediating instruments between the elements of the interactive triangle students-teacher-contents and to reflect on the pedagogical implications of the use of ICT in two different High Education contexts: the Teacher Training Program in English Language - Instituto de Formación Docente Continua (IFDC) -- San Luis and the Teacher Training Program in Education Sciences, Faculty of Humanities, National University of San Luis (UNSL). This study is quantitative, descriptive and comparative. Data were collected by means of questionnaires designed by teachers of the Teacher Training and ICT Major of the Ministry of National Education. Random samples of 20 students were selected from the two institutions above mentioned. Information analyzed following Coll, Onrubia and Mauri's category on the uses of ICT In these instances ICT come to act as intermediaries of two-dimensional relations (student-content, teacher-content or student-teacher) in which all necessary e-competences to develop digital literacy, characteristic of the Information and Knowledge Society, play a small part. [ABSTRACT FROM AUTHOR]

Through the methodology of participatory workshops we have tried to show the interrelationship between formal education systems and non-formal education in the development of democratic values and citizenship education in the European context; especially Non-Governmental Organizations (NGO) complement various projects and programs in Europe. It was performed in the framework of Intensive Program ERASMUS (IP-ERASMUS). The main objective of this workshop was to make faculty and students aware participant in the ongoing work of these external agents, and develop values of empathy, cooperation and commitment. At the end of it took place an evaluation of the work done in order to verify the degree of achievement of our goals and in what respects audience is more focused assistant when participating in these activities. The results focus on the practical applicability of the developed topic, level of depth and the ability of the speaker to capture the audience's attention as well as their experience in the field. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte 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.)

The research identifies the moments of their training at which the students use ICT, to analyze the use of them so as to determine their role as mediating instruments between the elements of the interactive triangle students-teacher-contents and to reflect on the pedagogical implications of the use of ICT in two different High Education contexts: the Teacher Training Program in English Language -- Instituto de Formación Docente Continua (IFDC) -- San Luis and the Teacher Training Program in Education Sciences, Faculty of Humanities, National University of San Luis (UNSL). This study is quantitative, descriptive and comparative. Data were collected by means of questionnaires designed by teachers of the Teacher Training and ICT Major of the Ministry of National Education. Random samples of 20 students were selected from the two institutions above mentioned. Information analyzed following Coll, Onrubia and Mauri's category on the uses of ICT In these instances ICT come to act as intermediaries of two-dimensional relations (student-content, teacher-content or student-teacher) in which all necessary e-competences to develop digital literacy, characteristic of the Information and Knowledge Society, play a small part. [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.)