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This work2 aims to establish a Gender Policy for the University of Pinar del Río from the perspective of equity, based on theoretical, practical and methodological references from other Higher Education Institutions (HEI). The Equality Plan in fore at the University of Granada, Spain is taken as a reference. It is possible to design a Gender Equality Policy around co-responsibility and female representation in the teaching staff of the University of Pinar del Río (2022-2026). As a novel result, the Gender Observatory stands out, as well as the communicational and educational edges that are promoted to achieve greater representation of women in the university context. [ABSTRACT FROM AUTHOR]

The complexity of university teaching requires the development of studies that allow contrasting the experiences of teachers in different settings, so this work compares the characteristics of the training of students in three universities, one in Spain, one in Mexico and one in Venezuela. A non-experimental design research was carried out with a descriptive level using the Questionnaire “Indicators of Teaching Excellence at the University of Granada”. The results demonstrate the importance attributed in teaching to the following features: knowledge of the subject, planning, communication, didactics, evaluation, and reflection as mechanisms for permanent innovation. The relevance of evaluation and motivation were found as coincident elements in the three institutions, that demonstrates a shared vision of context-independent teaching. To conclude, the centrality of the ethical dimension stands out, the vision of this activity as a quality service prevails in which improvisation must be avoided and an innovative action must be deployed and also permanent communication and fair evaluation. [ABSTRACT FROM AUTHOR]

The project was developed with 1st year high school students is presented in relation to the subject of plastics, its main applications and the environmental problems that derive from its use. Starting from a teaching collaboration of the university teaching center, a sequence of activities was designed to develop scientific competence through argumentation, inquiry and modeling practices. Data were collected through audio and video recording, which were transcribed and analyzed. The results obtained show high levels of performance of the skills involved in the scientific practice studied and a high degree of involvement and interest on the part of the students, based on the active role they have developed in the work guided through questions. [ABSTRACT FROM AUTHOR]

In recent years, Spain has been far and away the leader in records of publications on education in indexed international journals. For several years, the accreditation requirements of university professorates have included publications on education in indexed journals. This study reports that Spain's leadership in publications on education dovetails in time with the inclusion of these requirements in the regulations on access to the university professorate. Likewise, the number of education journals headquartered in Spain was also analysed, and significant increases have been found in the number of these journals during the period analysed; Spain is ranked near the top worldwide on this indicator as well. The main conclusion of this study is that the requirement to publish on teaching in the university professorate accreditation processes in recent years has significantly influenced the publication figures in indexed journals as well as the number of indexed journals headquartered in Spain. [ABSTRACT FROM AUTHOR]

The aim of this study was to conduct a review of the scientific literature on the integration of SDG 5 in university teaching in Spain, in the Web of Science and Google Scholar databases (years 2015 to 2020). An ex post facto retrospective study was carried out using the bibliometric indicator analysis technique. Eligibility criteria for the studies were: (1) subject matter: integration of SDG 5 in teaching, (2) Spanish study context and (3) accessibility to the full content of the document. Descriptive analyses of the variables studied were used with SPSS v. 21 software. Thirty-one manuscripts were selected. Findings show little interest in the integration of SDG5 in university teaching, pre-eminent theme is mainstreaming SDG5 in the training of future teachers and authorship is predominantly female. In conclusion, there is no paradigm shift towards equality and collaborative network research. The limitations the study has are that other indicators such as professional category, production and impact index per author have not been analyzed. [ABSTRACT FROM AUTHOR]

Martín de Azpilcueta and his fellow Spanish Scholastics writing and teaching at the University of Salamanca during Spain's Golden Age are rightly pointed to by historians of economic thought as being major contributors toward, if not outright founders of modern economic theory. Among these is the theory of time-preference for which Azpilcueta has repeatedly been given the credit for discovering. However, this discovery is a curious one given how the same man, Azpilcueta, condemned usury in general during his whole life. If Azpilcueta did in fact discover this theory and fully understand its implications, we would reasonably expect him to have questioned his support for the ban on charging an interest on a loan. This paper, therefore, challenges the claim that Azpilcueta understood and revived time-preference theory and shows how his understanding was much more nuanced, and, at times, inconsistent. [ABSTRACT FROM AUTHOR]

The present article examined the meaning adopted by gender equality policies during their development in the field of university teaching. Discourse provided by 26 teachers in charge of teaching innovation projects pertaining to this topic and members of the committee charged with promoting the program were analysed. The theoretical approach taken indicated two different viewpoints. The first, opportunism, involved specific classroom actions and resulted from a weak reasoning about gender equality. The second, opportunity, visibilised and recognised feminist teaching, involved more robust actions that were sustained over a longer period of time, and evidenced the need for gender equality to continue to permeate institutional culture. Findings encourage greater commitment to innovation as a political act. Such innovation should seek out more horizontal approaches that join project foundations together with the postulates of feminist pedagogy in order to achieve greater impact. • Spanish universities are required by law to introduce gender equality in teaching. • Two discourses are derived from innovation policies: opportunity and opportunism. • Some teaching innovation projects have a feminist position. • Other teaching innovation projects are created under a "pedagogical fad". • A review of the top-down model of teaching innovation policies is required. [ABSTRACT FROM AUTHOR]

Certain types of graphics are described as qualitative research tools used in teacher education at the Universidad de Extremadura School of Education, as part of its Teaching Innovation Project. This study is based on the assumption that college students are neither trained nor expert readers, but readers in the process of formation who suffer the same problems as precarious or superficial readers and, therefore, must diagnose and correct their own situation as the best example and training for their involvement in classroom contexts. Their heuristic and self-reflective qualities are assessed in light of the professional skills of teachers. [ABSTRACT FROM AUTHOR]

This paper is based on the hypothesis that the notions of teaching quality used in the higher education sector have a political nature; in other words, they may describe the approaches agents take as regards the duties they perform in institutions of higher education or the model of governance those institutions should adopt. This paper uses the statements academics have made through a survey to describe the prevailing attitudes in Spain's public universities and assess the influence that certain sociodemographic variables may have on the academics' preferred options. [ABSTRACT FROM AUTHOR]

Rubrics are a new grading method that is gaining acceptance in Spanish university classrooms as an assessment-support tool for both teachers and students in peer review and self-evaluation processes. The data in this study were obtained during the 2012-13 academic year, from the course on New Technologies for Pre-school Education, which is the first subject taught in initial training for future teachers at the preschool level (children ages 3-6). The sample included 71 students. They were divided into seven experimental groups (that used a rubric) and six control groups (that did not) in different learning situations. The objective was to verify the effect of rubrics on mastering contents and on developing skills and involving students in the evaluation process. The results show this tool contributes to pre-school education and students are satisfied with its use. [ABSTRACT FROM AUTHOR]

The objective of this study is to empirically test the theoretical model that explains the influence of primary and secondary factors on the integration of digital platforms in university teaching. A sample of 495 teachers from universities in Andalusia completed an online questionnaire that analysed the functions of usage, the digital materials used, the didactic and technological competence of the teaching staff, the support measures adopted by the institutions and the effect on teaching of platform use. Prior factor analysis and the application of the Amos program enabled us to develop a structural equation model to corroborate the indirect influence of the support measures and institutional recognition on teachers in their use of the platforms, and the direct influence of the teachers' technological proficiency. [ABSTRACT FROM AUTHOR]

Tutorial action is one of the pillars of the University teaching. Tutorial has meant an important approach to the student needs and to the monitoring of their learning process, involving changes in the methods of teaching. The academic monitoring, the learning objectives planning and the support to the adaptation of the students to the academic environment are essential requirements in the new educational model. This paradigm shifts and gives the tutor a new University advisor role in the development of academic, personal and professional skills, which promote personal autonomy and decision-making. The professor needs to acquire and develop some new skills of mentoring, such as: effective communication, active listening, conflict management, planning and teamwork. They all raised from the perspective of the tutorial, could be understood from a dual perspective, first the skills that the teacher must have to develop his role as guardian and other ones that the tutor will try to develop in their pupils. Tutorial action plans are finding some implementation difficulties due to the inertia that drives the Spanish University, which implies the need to provide resources, both institutional and personal, as well as the organization of specific training courses in order to develop new strategies and acquire tools for the tutoring work around the skills. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of development of those factors in the context of their work. Design/methodology/approach – The paper takes an empirical approach, with the opinions of teaching staff being collected via questionnaires and by telematic means. Findings – Lecturers surveyed are particularly pessimistic in regard to the conditions in which students enter university, and probably do not share the priorities that education policy authorities and university management bodies proclaim in their discourses and policies. Research limitations/implications – This research may be supplemented with the use of more qualitative methods and extended to other geographical and cultural contexts. Practical implications – The opinions of teaching staff comprise useful information for the design of education policies and quality management systems applicable to Spanish universities. Originality/value – No studies have to date been conducted in Spain to identify the opinions of university teaching staff in regard to determinants of quality. Taken as a whole, the paper enables a diagnostic analysis to be made of university education quality conditions in Spain from the viewpoint of teaching staff. [ABSTRACT FROM AUTHOR]

This article presents a case study, Online Geography, carried out at the Universitat Autonoma de Barcelona (UAB), the basic feature of which was to implement a Learning Management System for university teaching. This experience resulted in the incorporation of curricular improvements which could be considered compatible with the processes of European convergence inherent in the European Higher Education Area (EHEA). The most significant results of the case analysed here refer to changes in the teaching approach which translate into an improved organisation of content and the implementation of different pedagogical resources to those used in regular teaching, promoting new roles for both the teaching staff and students. Although these improvements do not exploit all of the possibilities offered by virtual teaching and learning environments, they are a first step towards a change of vision with regard to university teaching at the UAB, which will require the support of more defined policies for both resource investment and training and incentives for teaching staff. [ABSTRACT FROM AUTHOR]

This article aims at exploring the constitutive dimensions of citizenship in higher education, particularly in the realm of the first stages of the Initial Teacher Preparation. Informants were encouraged to produce a written statement about their own experience as students in relation with their professors. Two interviews were carried out with former students of a Primary Education graduate program of a Public University in Madrid. The analysis of their written statements was carried out through the technique called structural semantics. On the whole, three dimensions of citizenship were identified. One related to the appropriateness of the professors; a second one referring to professors-students relationship; and the last one associated to the usefulness of contents included in the course. [ABSTRACT FROM AUTHOR]

Within the constructivist framework of online distance education the feedback process is considered a key element in teachers’ roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identify the presence of feedback according to the regulation of learning required; characterise this feedback according to content (i.e. the meaning of feedback); and, finally, to explore possible relationships between feedback and the results of the teaching and learning process (i.e. students’ satisfaction and final grades). The results for a sample of 186 students, taking nine courses at the Open University of Catalonia, are discussed in the light of feedback, which is considered a central element in university teaching practice in online environments. We conclude that, in general, the presence of feedback is associated with improved levels of performance and higher levels of satisfaction with the general running of the course. [ABSTRACT FROM AUTHOR]

Adapting to the new European Higher Education Area requires a series of changes in the learning process that directly affect students and their competencies. This article is the result of research whose aim is to understand the perception that students of the Faculty of Social Sciences and Communication (University of the Basque Country) have about using the Moodle and eKasi teaching support platforms. We aim to determine students' relationship with these new tools, their expectations, and their preferences. [ABSTRACT FROM AUTHOR]

Starting from a methodological proposal based on case study, a group of professors at the University of Lleida has created a shared collaborative space using a wiki in the context of a teaching innovation project. This paper describes how the wiki has been adjusted to user needs and presents the process of building consensus on the information architecture, as well as the technical aspects. Moreover, the paper elaborates on related issues such as protecting the copyrights of the materials generated in this project and posted on the Wiki. Finally, future work directions are identified. [ABSTRACT FROM AUTHOR]

The wiki tool is being developed as a tool for collaborative work and has its maximum expression in the development of wikipedia. The tool consists of a page for virtual collaborative writing, in which each person involved may add and change content of the page. This tool enables the construction of the text, displaying the forms of students' work, keeping a record of the different versions and contributions made by each participant. The use of this tool shows that the interaction and interdependence in the collective creation needs a support in order to happen. Among the aspects to influence stress the need to recognize and give value to the work of others, while developing a shared conception of authorship that offers enough security to change the work that someone else has done. This virtual tool has been implemented in several teaching projects of the degree in psychology at UAB as, for example "Social Communication", "Internal Practicum" or "Social Psychology Practices: Culture and knowledge", through a virtual platform for work done with Moodle. Teachers designed virtual spaces from the program objectives and created a wiki page for each subject and each working group in order to develop their work throughout the semester. In addition, spaces have been implemented to face the tasks of monitoring the students. This chapter describes the process, drawing from examples of these projects. It describes the different options implemented which were the milestones achieved in using this tool and reflects on its implications for teaching and learning processes undertaken. [ABSTRACT FROM AUTHOR]