Artículos Educación

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El aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños
(01/04/2016) Muñoz, Liz; Santa Cruz, Josefina
Introduction: The aim of this work was to determine whether the type of feedback given by the preschool teacher during class impacts the children's metacognitive control. For this purpose, the children's behavior was analyzed while teachers provided feedback during collaborative learning sessions. Method: A quasi-experimental, cross-sectional study included two experimental groups and a control group. The age of participants ranged from 4.8 to 5.3 years old; all of them regularly attended a school located in La Pintana, Santiago, Chile. Their educators were trained in delivery of either self-regulation feedback or task/person feedback. While students performed collaborative work related to the Chilean curriculum, educators provided the different types of feedback. A total of 18 learning experiences were videotaped and analyzed using Videograph and SPSS software. Results: Statistically significant differences were observed between the groups of children that received feedback. A greater number of metacognitive control events were displayed by preschoolers who received self-regulation feedback: in total number of events and in number of events representing each of the three dimensions of metacognitive control (planning, monitoring and evaluation). Discussion and conclusions: Not all feedback modifies the metacognitive control of preschoolers. Low-cost training in self-regulation feedback and its daily practice equip the preschool teacher to be a key facilitator of children's cognitive development.
Características del Liderazgo Transformacional en Docentes de Lenguaje y Comunicación en una Muestra de Establecimientos Escolares de Vulnerabilidad Social
(2013) Maureira, Óscar; Rojas, Armando
El liderazgo colectivo, distribuido o compartido, emerge como propuesta para enriquecer, desde fuentes no tradicionales de influencias, el conocimiento, la formación y la mejora de la calidad de la intervención en los centros escolares. El presente estudio describe el liderazgo transformacional de los docentes de lenguaje y comunicación de 7° básico a 4° año medio en cinco establecimientos escolares que atienden a niños y jóvenes de escasos recursos. La descripción se basa en los resultados de la aplicación del cuestionario multifactorial de liderazgo a una muestra de 505 estudiantes. A través de parámetros de estadística descriptiva y el test de la prueba de t-student, se evidencia la inexistencia de diferencias estadísticamente significativas en la percepción del liderazgo del docente de lenguaje, según ciclos de enseñanza, como asimismo que los docentes de lenguaje son percibidos con rasgos transformacionales por sus estudiantes.
Catalytic autoantibodies against myelin basic protein (MBP) isolated from serum of autistic children impair in vitro models of synaptic plasticity in rat hippocampus
(2015) González-Gronow, Mario; Cuchacovich, Miguel; Francos, Rina; Cuchacovich, Stephanie; Blanco, Ángel; Sandoval, Rodrigo; Farías Gómez, Cristian; Valenzuela, Javier A.; Ray, Rupa; Pizzo, Salvatore V.
Autoantibodies from autistic spectrum disorder (ASD) patients react with multiple proteins expressed in the brain. One such autoantibody targets myelin basic protein (MBP). ASD patients have autoantibodies to MBP of both the IgG and IgA classes in high titers, but no autoantibodies of the IgM class. IgA autoantibodies act as serine proteinases and degrade MBP in vitro. They also induce a decrease in long-term potentiation in the hippocampi of rats either perfused with or previously inoculated with this IgA. Because this class of autoantibody causes myelin sheath destruction in multiple sclerosis (MS), we hypothesized a similar pathological role for them in ASD.
Inclusive Risk Management
(2015) Kaiser Mansilla, Carlos
I was born on October 19, 1974 in Santiago, Chile. Due to a syndrome called Meromelia, I was born with all of my limbs incomplete. Chile of the late twentieth century was a very hostile society toward people with disabilities, without accessibility in the buildings and streets. When I was supposed to attend school, education was denied to me, but I was accepted in a Catholic school called “Inmaculada Concepción de Nuestra Señora de Lourdes” located in Penaflor Town. There, I was raised as one of the kids.
El hispanismo en las mujeres chilenas:: las influencias franquistas en la Secretaría Nacional de la Mujer, Chile 1973-1989.
(2015) Grez Cook, Francesca
El presente escrito se enfoca en el estudio de las relaciones de colaboración entre el régimen español y chileno entre 1973-1989. Particularmente, analizará la influencia del Hispanismo, por medio de la Sección Femenina (SF), en la creación y accionar de la Secretaría Nacional de la Mujer (SNM). A lo largo de este escrito se comprobará la colaboración institucional e ideológicamente realizada por Sección Femenina lo que se convirtió en un medio para que el pensamiento hispanista fuera uno de los discursos que participara del proyecto instaurado en Chile. El traspaso del Hispanismo en nuestro país ayudó a crear una ideología específica sobre la mujer que fue promovida por la oficialidad.
Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud
(2016) Pérez Villalobos, Cristhian; Vaccarezza G., Giulietta; Aguilar A., César; Coloma N., Katherine; Salgado F., Horacio; Baquedano R., Marjorie; Chavarría R, Carla; Bastías V., Nancy
Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.
Percepciones parentales respecto a la experiencia académica y social de sus hijos con altas capacidades intelectuales
(2019) Gómez-Arizaga, María P.; Truffello, Alicia; Kraus Friedmann, Benjamín
Este estudio presenta la experiencia social y académica en aulas regulares de niños con Altas Capacidades Intelectuales desde la perspectiva de sus madres. Se llevaron a cabo entrevistas en profundidad para comprender sus percepciones sobre el historial académico de sus hijos(as) y sus relaciones sociales. Se determinaron categorías que abarcan temas tales como: el reconocimiento temprano de los padres de características de las Altas Capacidades Intelectuales, la influencia del docente sobre el desarrollo del potencial así como la invisibilización de la Altas Capacidades Intelectuales en el sistema escolar, experiencias de bullying y expectativas a futuro, entre otras. Los resultados encontrados refieren a las madres como primeras identificadoras y potenciadoras de las Altas Capacidades Intelectuales, al docente como figura catalizadora u obstaculizadora en el ámbito escolar, y a las expectativas de las madres más vinculadas con un desarrollo integral del niño, que con un desarrollo netamente académico.
Characterization of the Educational Innovation Process: Teaching Concerns and Results in the Teaching and Learning Process in a Chilean University Over 5 Years
(2021) Ruiz Garrido, Alejandra; Vélez Rivera, Rocío; Leal Orellana, Priscila; Quintiliano-Scarpelli, Daiana
This study arises from the need to identify the concerns of teachers for their pedagogical practice, characterizing this process. 91 articles of educational innovation projects were analyzed, between 2014 and 2018, in which 371 teachers and 9,509 students participated. A matrix was developed with identification data and variables based on the concerns focused on students and teachers, their results and the type of innovation used. The variables were associated using descriptive and bivariate statistics (chisquare and fisher’s exact test) using Stata 14.1 software. Among the main results, the concerns towards the students stand out, most frequently of the variable “application of the theory”. On the other hand, the main concerns focused on teachers were “curricular planning” and the “use of methodologies”. “Peer-to-peer learning with the use of keyboards” and “Flipped Classroom_Learning” were the most frequently implemented innovations, showing interest in active methodologies. The results obtained allow us to reflect on innovation in higher education and decide on empirical data from the experience of teachers.
Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
(2021) Matsumoto-Royo, Kiomi; Ramírez-Montoya, María Soledad; Conget, Paulette
Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.
Effect of mediated learning teacher-child interactions in urban and rural primary school classrooms: an exploratory study
(2021) Villalta Paucar, Marco Antonio; Assael Budnik, Cecilia; Delgado-Vásquez, Ana Esther; Torres-Acuña, William; Lebeer, Jo
The objective is to analyze teacher-child interactions through Mediated Exchanges (ME) for the promotion of autonomous learning in primary education in different socio-educational contexts. We conducted a quasi-experimental study with an intervention group (IG) and control group (CG), composed of 16 teachers of students between 5 and 7 years of age, of urban and rural schools in Chile. In the IG, we implemented a feedback program. In both groups, actual classes were filmed pre- and post-program, and Raven’s Colored Progressive Matrices Scale (CPM) was applied to 117 participating students. The results indicate that after the feedback, the frequency of ME in the IG increased significantly compared with the CG, in urban and rural classrooms; the children of the IG significantly increased average score ranges obtained in the CPM test. Rural and urban classrooms differed in the kind of mediated exchanges.
Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y lifelong learning, brindadas por los programas de formación inicial docente
(2021) Matsumoto-Royo, Kiomi; Conget, Paulette; Ramírez-Montoya, María Soledad
El objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confi rmatorio, se obtuvo una versión de alta validez y confi abilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.
Aula urbana y rural: El discurso de niños y niñas
(2021) Villalta Paucar, Marco Antonio; Assael Budnik, Cecilia; Magaña Frade, Irene; Baeza Reyes, Andrea; Rebolledo Etchepar, Jessica
El artículo analiza la experiencia de participación en la sala de clase desde la perspectiva de niños y niñas de contextos socioculturales urbano y rural de Chile. Metodológicamente es un estudio cualitativo, de análisis de contenido de producciones discursivas y pictóricas de 74 infantes de primero básico de 14 escuelas de alta vulnerabilidad educativa, 6 de ellas ubicadas en sector urbano y 8 en sector rural. Se realizaron 16 entrevistas grupales para indagar sobre la experiencia de participar en el aula; se les solicitó un dibujo individual de las actividades de aprendizaje en el aula. Complementariamente se aplica la escala de matrices progresivas coloreada (MPC) de Raven. Los resultados indican que hay relación entre la puntuación obtenida en la prueba MPC y la percepción de participación en el aula manifiesta en los dibujos, así como diferencias entre los discursos del sector urbano y el rural de las escuelas
Functional relationships evidenced and representations used by third graders within a functional approach to early algebra
(2021) Pinto Marín, Eder; Cañadas, María C.; Moreno, Antonio
This study describes how 24 third-graders (8-9 years old) relate and represent the relationships between variables when working with a functional thinking problem. This aspect contributes to providing insights about how elementary school students attend properties and relationships between covarying quantities rather than isolated computations. From a functional approach to early algebra, we describe written students’ answers when working with a problem that involves a function, which includes questions for specific values and to generalize. Design research guidelines, specifically those set out for Classroom Teaching Experiment were followed. This study addresses the fourth and last Classroom Teaching Experiment session, which involved a function of the type y=ax+b and students had not previously worked it. Students primarily evidenced correspondence relationship, using natural language and numerical representation to express this functional relationship. Our findings let us to state that: (a) although students were not used to working with these types of problems, eleven of them go beyond arithmetic computations, finding relationships that relate the variables; and (b) three students generalized using natural language as a useful vehicle, while there are other students who perceived the same regularity for different specific values but they are unable to represent generalization clearly
Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process
(2021) Matsumoto-Royo, Kiomi; Ramírez-Montoya, María Soledad
This article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training.
Lifelong Learning and Metacognition in the Assessment of Pre-service Teachers in Practice-Based Teacher Education
(2021) Matsumoto, Kiomi; Ramírez Montoya, María Soledad; Glasserman-Morales, Leonardo David
Initial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: n = 231, interviews: n = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.
Back to the Initial Condition: Experiences that Trigger the Need to Develop Language Skills Among University Spanish Students
(2022) Österberg, Rakel; Donoso, Alejandra; Sologuren, Enrique
The present study investigates how the L2 learning experience shapes multilinguals' motivation to improve their writing skills in Spanish, a language they study at university level. Within the Second Language Motivational Self System Theory (L2MSS), the L2 learning experience is often neglected when it comes to interpreting and discussing findings on motivation. We propose that the analysis of the L2 learning experience should acknowledge both formal and informal settings, such as the family context, in order to research why and how a person chooses to develop certain linguistic abilities like writing. Given that the L2 learner experience is spatially and temporally bound, the concept of sensitivity to initial conditions, i.e., the conditions or changes that may trigger the learner to move towards enhanced language learning, will be adopted to research the L2 learning experience. The aim of the study is twofold. First, to investigate the Spanish learning experience as a function of the initial conditions referred to by the participants. Second, to research how the Spanish ideal and ought-to selves are related to the students’ motivation to use and learn or maintain Spanish skills. The data consist of a questionnaire answered by multilingual university students of Spanish (n=21) and written autobiographical narratives. The participants belong to two groups: one group of Spanish heritage language learners (n=10) and one group of native-Swedish speaking L3 Spanish learners (n=11). Overall, family reasons, previous school experiences, high proficiency in Spanish, previously acquired languages, contact with the linguistic communities, language use and context are all aspects tightly connected to the students’ motivation to learn, maintain and develop Spanish language proficiency. The L2 learning experience, as a wider construct dependent on the sensitivity to initial conditions, must be considered to understand the complex nature of multilingual literacy development.
Competencias socioemocionales en la identidad profesional de los profesores en formación
(2022) Sologuren, Enrique; Echard, Bárbara; Luna, Dangelo; Grez, Francesca; Beltrán, María Paz; Valenzuela, Marcia
Socio-emotional competencies are a crucial element in teaching training. In this context, the aim is to analyze pre-service teachers’ perceptions about these competencies in the process of building their professional identities. A mixed methodology was used with a particular focus on sequential exploratory and descriptive techniques. The qualitative component considers documentary analysis and in-depth interviews to identify and categorize the perceptions about socioemotional skills. The quantitative component was carried out by applying and analyzing the Trait Meta-Mood Scale (TMMS24) test -in its validated version in Spanish- and administered to all pre-service teachers of the 2020 cohort. The results obtained from concurrent data point out that socio-emotional competencies may be linked to diverse experiences and beliefs that could either foster or hinder professional performance in the classroom. Implications for teacher training are further discussed.
La escritura de las sentencias judiciales como un problema de lenguaje claro
(2022) Agüero San Juan, Claudio; Silva Berríos, Valentina; Seúlveda Arellano, Eduardo; Sologuren, Enrique; Rajevic Mosler, Enrique
El objetivo de este artículo es mostrar tres problemas que afectan la claridad del lenguaje de las sentencias judiciales en dos áreas: una medida de protección y la falta de servicio. El primero es la ausencia de una estructura fija de razonamiento que ordene la fundamentación de la decisión. El segundo es la ausencia de una función asignada a los considerandos que forman la sentencia. El tercero es la ausencia de explicitación de las técnicas de interpretación e integración del derecho que se usan por el juzgador. Para cada uno de estos problemas se propone una solución.
Enseñanza del género Tesina (TFG) en Ingeniería Civil-Minería: Recursos para la escritura académica en español
(2022) Sologuren, Enrique; Nuñez, Carmen Gloria; Becerra, Nelson
El trabajo final de grado representa un desafío para los estudiantes que se encuentran en la etapa terminal de su carrera universitaria, ya que se trata de un género que promueve la integración de los conocimientos y competencias disciplinares complejas necesarias para un adecuado desempeño profesional. Esta investigación aplicada tiene como objetivos: analizar el género TFG y diseñar recursos didácticos informados para el abordaje de este género. El marco teórico se basa en la pedagogía de género y la metodología es cualitativa. Los resultados caracterizan un tipo de género que moviliza conocimientos y habilidades de escritura académica en diferentes dimensiones discursivas, procesuales, lingüísticas y normativas que constituyen un reto para el aprendizaje en la disciplina. A partir de lo anterior, se diseñaron un conjunto de recursos didácticos para abordar estos desafíos en el aula de ingeniería y lograr la acreditación del conocimiento y la construcción de la identidad profesional.
Tipos y formas de retroalimentación en informes de laboratorio en ingeniería eléctrica: aproximación a la producción de un género de formación
(2022) Venegas, René; Ahumada, Javiera; Sologuren, Enrique
La escritura de informes de laboratorio es una práctica evaluativa habitual de los estudiantes de ingeniería, pues permite a los estudiantes desarrollar habilidades de pensamiento empírico, y de este modo, relacionar conceptos con operaciones racionales sistemáticas con el fin de describir y explicar el fenómeno en estudio. Tal como sucede con otros géneros escritos en esta disciplina los estudiantes presentan diversas dificultades en el proceso de representar por escrito la experiencia observada, lo que se manifiesta en el uso de las normas lingüísticas, la adecuación al estilo académico y al género discursivo. Dado lo anterior, la retroalimentación que entregan los evaluadores se convierte en una parte fundamental para que los estudiantes puedan corregir sus falencias y mejorar su nivel de escritura académica. El objetivo general de este artículo es caracterizar los distintos tipos de retroalimentaciones en los informes de laboratorio de mediciones de los estudiantes de Ingeniería Eléctrica de la PUCV. Para ello, se analizaron los comentarios que entregan los evaluadores presentes en 50 informes de laboratorio a partir de tres tipologías de retroalimentación, a saber, las propuestas por Contreras y Zúñiga (2017), Canabal y Margalef (2017), y Guasch, Espasa, Álvarez y Kirschner (2013). Para su categorización, se utilizó el software QSR Nvivo pro 12. Entre los hallazgos se observa variedad de tipos de retroalimentaciones, siendo la correctiva las más frecuente. Esta es usada para comentar aciertos y errores, focalizándose en el contenido, la tarea o el proceso de la tarea. Además, emergen tres nuevos tipos de retroalimentaciones: elogio+mejoría proyectiva, correctiva+sugestiva y correctiva+epistémica. Finalmente, se observa una disminución no lineal en el tiempo de las retroalimentaciones, ello supondría un umbral de mejora en el proceso escritural

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