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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 work is part of a larger investigation that aimed to know the understandings of peasant high school students about the process of learning assessment in the area of natural sciences. Within the scope of this essay, the objective was to know the historical elements present in the evaluation practices developed by teachers. To achieve this, a bibliographic research was carried out, with a qualitative approach. The results showed that, over time, the assessment of learning and its procedures have been influenced by different pedagogical tendencies, which have been accentuated in each era, demarcating ideologies of education, teaching and learning. Despite the advances that have occurred in the last three decades, nowadays, the assessment of learning is still surrounded by challenges and is strongly influenced by school exams, so that, through this research, it was possible to identify that there are distances in relation to the evaluation practices developed and the legal determinations. It is concluded that it is important to know the historical aspects that involve the evaluation of learning, recognizing the contributions of the different pedagogies to the evaluation processes developed today. [ABSTRACT FROM AUTHOR]

This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.

The objective of this study was to diagnose the Technological Pedagogical Content Knowledge (TPACK) in computer science teachers in training (5 units of analysis) during their participation in Lesson Study (LS). A qualitative-interpretative methodology with case study design was used, employing questionnaires, interviews, observations, focus groups, documentary review and audiovisual record to analyze and understand TPACK. The results indicate that Pedagogical Content Knowledge (PCK) is used more frequently in the planning and during the development of the class, while Pedagogical Knowledge (PK) is highlighted in the moment of reflection. It is concluded that the combination of TPACK with LS constitutes an important alternative to develop the basic knowledge of TPACK (pedagogical, content, technological) through a collective and reflexive process based on curricular and didactic experimentation of real situations faced by teachers in training. [ABSTRACT FROM AUTHOR]

This exploratory study taps into an approach to equity focused on the development of pedagogical frameworks and procedures from the double perspective of active education and the satisfaction of the basic psychological needs of students. This approach has been based on the information provided by a group of teachers from early childhood and primary education centers with high equitable expectations in the Region of Murcia. The main objective is to know and make visible some of these pedagogical frameworks and procedures that the centers are developing to guarantee inclusive and fair educational policies, especially through active education and the satisfaction of students' needs. Among its main pedagogical proposals are paedocentrism and the promotion of an understanding of education that, in order to materialize as such, must be active and respectful of the needs and interests of the recipients. The information was collected through individual semi-structured interviews. The informants come from four educational centers, two public and two private, with a sample of 12 teachers. The main conclusions drawn include: a heightened understanding of the ultimate meaning of education; the strengthening of teaching functions focused on emotional accompaniment; teaching and evaluation focused on observation, monitoring, guidance, orientation, facilitation of learning; and the organization and collaborative planning of suitable learning environments. [ABSTRACT FROM AUTHOR]

Work practices respond to a substantial component in the development of skills of future professionals, entailing important development milestones in its processes in order to ensure that students acquire skills that link theory and practice for future job placement. The present research focused on analyzing and systematizing the main theoretical and legal foundations and key actions that support labor practice in educational contexts at the universities of Ecuador. For this purpose, a documentary-type investigation was used, which favored the review and reflection of different bibliographic sources obtained from high-impact search engines through content analysis. After the analysis, it was concluded that the development of work/professional practices in the training and professional development processes of teachers allow knowledge management in universities from research to act in their own field of action. Furthermore, this pedagogical training is based on learning to serve, as knowledge is acquired and integrated. These favors providing the community with a quality social service, addressing priority needs in relation to the educational field. [ABSTRACT FROM AUTHOR]

Objective: This article aims at identifying the main contributions, gaps, and trends around inclusive practices in higher education. Methodology: A search in Scopus and the Tree of Science (ToS) algorithm was conducted to identify articles in the root, trunk, and branches. Results: The results revealed three subfields within the review of scientific production related to inclusive higher education: 1) aspects that influence the consolidation of more inclusive education; 2) inclusion of students with disabilities between barriers and opportunities; and 3) implications for consolidating more inclusive higher education practices. Conclusions: It is concluded that there is a need to generate more space for training and formation on the understanding of inclusive education and practices. [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.)

Globally, there is a trend in academic development to centralize the importance of decolonizing curriculum and pedagogical practice in higher education (HE). In Norway, despite internationalization, diversity and inclusion being highly regarded values in HE policy documents, efforts towards decolonial change and transformation of curriculum and pedagogical practice in HE seem to be largely ignored. Understanding university teacher education as a driver of institutional educational transformation, this article contributes to the effort of decolonizing HE in Norway. Utilizing critical collaborative autoethnographic methodology, we reflect on our own roles in our early attempts to decolonize a course on decolonization and pedagogical practice offered to teaching staff at a Norwegian university college. Taking our point of departure in decolonial theory and the concept of modernity/coloniality, we critically discuss and question the potency of our own roles—as two middle-aged white cis-men and one middle-aged cis-woman, all lecturers with expertise mainly in decolonial theories, decolonial learning and teaching practices, and critical whiteness and critical discourse analysis perspectives—in transforming the ways that Western epistemology prevail in our pedagogical practices. We also address the implications for university pedagogy courses with respect to future decolonizing efforts in HE in Norway [ABSTRACT FROM AUTHOR]

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes 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.)

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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.)

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Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 article presents the study, of a bibliographic nature, on teaching Mathematics from a creative and innovative perspective. By surveying articles on Mathematics teaching published in the Revista Ibero-Americana de Estudos em Educação, we sought to identify the role of pedagogical practices in breaking aversions to the mathematics curricular component. From the analyzes undertaken, it was possible to identify the following as practices of a creative and innovative nature: (i) student participation in proposing teaching material; (ii) use of mathematical games, interactive digital whiteboards, manipulative materials and literature books that allow students to discuss real situations in their daily lives; (iii) use of assistive technologies in a collective and collaborative way, favoring inclusive education. It was also found that all articles deal with practices in the context of teaching Mathematics in Basic Education, leaving the question of how practices occur in Higher Education, within the scope of teacher training courses. [ABSTRACT FROM AUTHOR]

This study aims to address the formative movement triggered by a creative and innovative dynamic printed in the Mathematics Pedagogical Residency Program at the Federal University of Paraná (UFPR) in a Lesson Study context. Qualitative in nature from an analytical-systemic perspective, it involved students from the Mathematics Degree course, guiding teachers from UFPR, preceptor teachers from schools in the state education network and elementary and high school students from these same schools. The data comes from observations and notes in the researchers' logbooks. The innovative and creative practices involved the development of exploratory tasks as a didactic strategy for planning classes on the topic "financial education". The result indicates that the training dynamics developed made it possible for residents to perceive that it is possible to develop a dynamic didactic process for teaching practice concerned with mathematical meaning and conceptual learning [ABSTRACT FROM AUTHOR]

At the turn of the millennium, resulting mainly from the Bologna Process and technological (r)evolution, higher education and teachers faced various challenges, primarily related to pedagogical issues. With this situation as a reference, the article presents a study that analysed academic production in Portugal between 2012-2021, which was researched using various databases and analysed using frequency and content analysis techniques. The analysis showed that: the number of articles published in indexed journals or conference proceedings was not as expressive as the urgency of reflection on the theme deserved; the number of doctoral theses and master's dissertations focusing on pedagogical issues in higher education was relatively small; the methodology of these works, although distributed among procedures of qualitative, mixed and quantitative orientation, had less expression in the latter methodological type; many of the authors of academic works are from the educational field, although there are also authors from other scientific areas; most of the literary work focused on the pedagogical training of higher education teachers, followed by studies on pedagogical practices and the challenges posed to higher education. Alongside these conclusions, the study allowed identifying limitations that justify its deepening and recommendations for future research work on this topic. [ABSTRACT FROM AUTHOR]

A qualitative research is presented whose objective was to know the meanings about teachers and high school in a purposive sample of twenty university students belonging to the Program of Access and Accompaniment to Higher Education (in Spanish, PACE), who participated through semi-structured interviews and discussion group. As a result, a differentiation between the school -as an institution and community- and the teaching staff was appreciated, valuing their professors/teachers according to their role and practices. They are considered positive when they articulate academic demands with the recognition of trust, incentive, and student motivation. On the contrary, they are considered negative when they are associated with the institution/school as a result of its delegitimization and excessive academic consideration over personal student aspects. [ABSTRACT FROM AUTHOR]

This paper aims to study the level of social eco-literacy around sustainable development among teachers at secondary school level (ESO), and to understand how they incorporate this into their educational practice, in order to better understand the theoretical-practical state of sustainability in education in Spain. A questionnaire was created to study the level of ecosocial literacy among teachers at secondary school level (O = .89). The sample is made up of secondary school teachers (N = 826), using non-probabilistic snowball sampling, during the 2020-2021 academic year. A descriptive and inferential analysis was performed using Pearson's Chi-square (p < .05), via JAMOVI 2.2.5 and SPSS. The results showed that teachers with a higher degree of knowledge have a tendency to apply active participatory and technology-based methodologies that improve social transformation, encouraging the analysis and critical thinking necessary for students to acquire skills in sustainability. It was also shown that it is necessary to incorporate a sustainability perspective into ongoing training, given the complex, holistic and dynamic current situation, in order to provide responses to the planet's problems. [ABSTRACT FROM AUTHOR]

This study investigates the professional life cycles in relation to teaching knowledge during the first year of remote classes. The goal is to understand the relationship with teaching knowledge, based on the premise that there were few experiences, resources, and guidelines that could support the choices and teaching practices. Data were collected through an online questionnaire and analyzed using the Sphinx iQ2 and Minitab statistical software. The analyses are based on Charlot, Tardif, Huberman, Cavaco, Hargreaves, and Fullan. Changes in teaching were felt by teachers with more teaching experience who needed to relearn the know-how of teaching practice. Although the learnings and adaptations of pedagogical practices are significant, the desire to know became confused with the representation of knowledge, as they seem to be the result of urgency and external demands imposed, and not a desirable and desired possibility by the teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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.)

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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.)

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Copyright of Perspectiva Educacional is the property of Perspectiva Educacional 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.)

Since my days as a novice teacher, I have always asked myself: ‘How do I improve what I am doing?’ When I started my doctoral studies, I engaged in critical reflection and reflexivity on my pedagogical practices, and, in the spirit of Alice in Wonderland, became “curiouser and curiouser” about ‘inquiry’ and why it requires a prominent position in my practice. It tells the story of the development of my knowledge, understanding, and educational practice as I researched to improve my pedagogical ‘inquiry skills’. This article builds on my doctoral studies. The process of writing this article has enabled me to develop my understanding of Living Educational Theory Research, drawing on my Action Research work, and share my explanation of the importance of conducting it. Using my lived experiences of my doctoral studies, I narrate what I have done to explore and answer questions, with particular regards to pedagogical practices of inquiry in my home country of Malaysia. This article explains how, my epistemic beliefs and values, pedagogical knowledge, and practices as a science teacher improved. I now see myself, as a teacher-researcher, working towards and living my values, and recognising the impact that this has had on my current practice as a teacher educator. I continue to reflect upon, question, and evaluate what I do as I constantly seek to live my values in my practice.

Previous studies on Global Englishes (GE) awareness tend to focus on pre- and in-service English teachers, with little attention paid to English teacher educators. Given the potential transfer of English teacher educators’ perceptions on diverse Englishes and associated teaching practices to English teacher trainees, this study adopted a mixed-methods approach to investigate the GE awareness and pedagogical practice of Chinese English teacher educators who are engaged in preparing English teachers for junior middle schools in rural China. The analysis of the data collected via a questionnaire survey with 49 English teacher educators and interviews with seven of them indicates that most participants had a pseudo GE awareness, holding a positive attitude toward non-native English but deeming it as less standard than its native counterpart, and almost all participants followed the native-speakerist paradigm in classroom teaching, and did not actively introduce GE to their students. Revealed simultaneously is that even the participants with long stays overseas also bought into native speakerism. In reference to China’s socio-cultural and historical-political contexts, this study proposes that China adjust its national English syllabi and reconstruct the professional development programs for English teacher educators to facilitate the implementation of Global Englishes Language Teaching (GELT).

This article is devoted to the issues related to the student training in pedagogical practice in subject “Methodology of Biology Teaching”. Recently, a number of radical steps have been taken in the direction of improving the education system, substantial work has been done and is being done in the field of organizing a new education system that resonates with the requirements of the current era. This education system is based on national and international human values and democratic principles. From this point of view, several changes were made in the structure of higher education, curricula were updated, students' knowledge was assessed by means of a multi-point system, and the credit system was introduced. There is a great role of the correct organization of the pedagogical process targeted to the students' acquisition of their chosen specialty for being good, influential teachers and educators of the future; for having national-moral values, general and pedagogical culture, exemplary behavior, broad outlook, deep and comprehensive knowledge, skills, theoretical and practical training. The efficiency of the pedagogical process depends to a great extent on the effective establishment of teacher-student relations, the ability of the teacher to skillfully manage the educational process. At the same time, this allows students to grow up as individuals who are loyal to the traditions of freedom and democracy of our people, who absorb the spiritual, humanistic and cultural values of our nation, who love their native land and its inhabitants, who protect the honor of our country, who are able to think independently and creatively. The training of initial pedagogical personnel depends very much on the level and quality of teacher-student relations. In order to properly establish teacher-student relations, first, the teacher must acquire high moral qualities, behave in an exemplary manner, and justify himself/herself as a specialist, an employee and a human being. Methods: The article is based on the method of comparative analysis. Application importance: the material can be used in lecturers and seminars in higher education institutions (HEIs).

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad.

La presente investigación tuvo como objetivo general analizar la evaluación de las estrategias de enseñanza de la asignatura de Sociología por estudiantes de Medicina de la Universidad de Antofagasta durante el II semestre de 2020, en consideración del contexto de virtualidad. La metodología consistió en una investigación cuantitativa y el diseño en un estudio descriptivo, en donde participaron 36 estudiantes de un total de 53 que cursaron la asignatura de Sociología durante el II semestre del año 2020. El instrumento de recolección de información consistió en un cuestionario y los datos fueron analizados mediante la distribución de porcentajes y calificaciones obtenidas. Los resultados indican una evaluación positiva por parte del grupo estudiantes sobre las estrategias de enseñanza utilizadas en la asignatura en contexto de educación virtual, el cumplimiento del aprendizaje centrado en el estudiantado, el rol facilitador de la persona docente y el aproximamiento al futuro rol profesional mediante la didáctica utilizada al enfocar el aporte de las humanidades médicas. Como limitación del estudio el alumnado percibe que el desarrollo de actividades asincrónicas en la asignatura implicó una mayor carga académica, por lo que se recomienda mejorar este aspecto. Por otra parte, el estudio aporta información relevante para el despliegue de los procesos que aseguren la calidad educativa en la carrera de Medicina de la Universidad de Antofagasta y el desarrollo de capacitaciones en habilidades pedagógicas que incorporen el tópico de entornos virtuales de aprendizaje.

This article raises as a research problem the lack of citizen training in public schools, especially in basic primary education, where processes are generated in a traditional, one-dimensional way and alien to the interests of the students. Likewise, this study seeks to understand the conceptions of teachers of this educational level about citizenship, in relation to pedagogical practice and to identify the necessary elements to build a comprehensive proposal. The methodology used is educational action research. The results identify little knowledge of teachers in citizenship education and a greater tendency towards a technical approach in notions, which indicates a technification of pedagogical practice in student training processes, requiring a collective conceptualization among all the actors.

This article is the result of a systematization of the professional practice of undergraduate studies in Social Communication - Journalism. The objective is to generate a reflection on the development of professional practice, based on the challenges and requirements of the current occupational world. The methods used are participatory action research and hermeneutics, supported by the utilization of surveys as a technique and the use of life stories and timelines as instruments. Among the findings is the way to make visible the extent to which the profile of the social communicator - journalist is present in the regional market. Finally, it enables a discussion regarding the progress made and presents new questions regarding aspects mentioned as contributions, from an administrative, projective, and academic procedural perspective.

The article is devoted to determining the need for the formation of a system of knowledge and skills in the field of psychology among students of a pedagogical university, among future classroom teachers, taking into account modern trends in education. The article presents the results of a psychological and pedagogical study conducted to identify the psychological climate of the class collective, in which 28 students of the 5th grade from the MOAU “SOSH No. 87” of Orenburg took part. The following methods were used in the course of the study: analysis and synthesis, questionnaire (survey), observation. The study revealed the need to form a system of knowledge and skills in the field of psychology in future teachers. The results obtained suggest that distance learning has a negative impact on the formation process of a class collective and prevents its cohesion, which indicates the need to study psychological disciplines at a pedagogical university. This work may be of interest to students of pedagogical colleges and universities, employees of educational organizations, since with the introduction of the distance learning format, the problem of establishing a favorable psychological climate in the classroom, which has not lost its relevance for a long time, has significantly become aggravated.

Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL practitioners work across the coexistence of many possible meanings of modes and disciplines within the Higher Educational space, something WPL and WRL does not do explicitly when applied outside of Higher Education by Human Resource Management (HRM) practitioners. This conceptual paper applies a critical, multi-perspectival, multi-theoretical and multi-methodological approach of inquiry to the concept of boundaries as it relates to WIL and WBL as a mode of learning within pedagogics. It emphasizes the unique raison d'être for WBL and WIL which is the liminality and tension as a mode of pedagogical practice, between, across, and through disciplines. [ABSTRACT FROM AUTHOR]

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The field of community music has been continuously expanding during the last years alongside the need for experienced musicians who can carry out music activities for culturally diverse groups. Based on previous studies, we identified a need for research-based practices for training musicians and music teachers who wish to facilitate community music projects. We believe that it is important to incorporate reflexive practice in order to inform the planning of the workshops, but also to support the needs of the participants. The article examines the evolution of the pedagogical practice of the artist-facilitator in active music making with children, during a series of movement-based musical workshops at an asylum seeker center in Netherlands. We used an exploratory case study integrating Action Research, in order to focus on the artist-facilitator’s pedagogical practice, the participatory role of the children and the content of this type of workshops. The researchers describe the adopted pedagogical approach based on a set of guiding principles and key components that supported the design and content of the workshops. Based on a cyclical process (plan-act-observe-evaluate), the findings from every cycle were incorporated in the next one by analyzing the video footage of the workshops and the immediate reflections of the artistfacilitator. Data analysis revealed a set of recurring themes that reflect crucial aspects of the artist-facilitator’s practice. Furthermore, a set of pedagogical implications are proposed that can be directly implemented within the practice of artists-facilitators who wish to engage in activities with children at asylum seeker centers. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)