Departamento de Educación
http://hdl.handle.net/10396/99
2024-03-29T01:24:27ZA statutory requirement: Teaching innovation for gender equality at university
http://hdl.handle.net/10396/27703
A statutory requirement: Teaching innovation for gender equality at university
García-Cano Torrico, María; Hinojosa Pareja, Eva Francisca; Buenestado Fernández, Mariana; Jiménez Millán, Azahara
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
Embargado hasta: 11/01/2025
2023-01-01T00:00:00ZExcellence is not an island: team-based professional development in Higher Education
http://hdl.handle.net/10396/27685
Excellence is not an island: team-based professional development in Higher Education
Hinojosa Pareja, Eva Francisca; García-Cano Torrico, María
This paper describes and analyses teacher professional development actions and learning within the context of Higher Education in a Spanish public university. Seven teachers from different areas of knowledge and with different levels of teaching experience in the university participated in the study. Individual class journals were interpreted along with recordings of team sessions to investigate the teaching actions designed with regard to the teaching-learning process over the course of four academic years. Team-based teacher professional development was viewed as a collaborative rather than an individual process. Its impact was analysed following the model of domains developed by Clarke and Hollingsworth (2002): personal (conceptions of teaching), practical (actions carried out), external (resources and context), and consequences (learning outcomes for the students). The results signalled changes in the four domains derived from deliberate and regulated processes of action and reflection. On account of the decisive impact of professional development, there is evidence of: (1) mutual influence between faculty staff, students, and social organisations, which either fosters or inhibits professional improvement; (2) students’ learning outcomes, emotions, and motivations. External conditions, particularly time constraints and institutional rigidity, on the contrary, acted as barriers to professional development
2020-01-01T00:00:00ZLa contribución del asesoramiento pedagógico en la enseñanza secundaria de idiomas de adolescentes con trastornos del espectro autista y sus familias
http://hdl.handle.net/10396/27639
La contribución del asesoramiento pedagógico en la enseñanza secundaria de idiomas de adolescentes con trastornos del espectro autista y sus familias
Kotsi, Despina
El Trastorno del Espectro Autista (TEA) como trastorno del neurodesarrollo de por vida, con interacción social, comunicación, intereses y comportamientos repetitivos limitados, ejerce una presión significativa sobre la familia de una persona con TEA. La comprensión de que el progreso es posible es un punto de inflexión crucial en el desarrollo, estudio e incorporación de enfoques efectivos en los programas educativos para apoyar a las personas con TEA y sus familias a lo largo de la vida. Específicamente, durante la educación secundaria, cuando el cerebro se reconfigura, el aprendizaje de idiomas se convierte en un desafío para los estudiantes con TEA y sus padres. Tomando esto como fundamento, el objetivo principal de la presente investigación es conocer la visión que tienen los padres de familia con adolescentes con TEA sobre el uso del Asesoramiento Pedagógico (AP) en la enseñanza del idioma griego a sus adolescentes. A través de un estudio cualitativo descriptivo, con una entrevista semiestructurada de 32 ítems (n=30 padres) y un análisis en profundidad, se explora este objetivo. La principal conclusión es que los participantes-padres de adolescentes con TEA aplauden la implementación del AP para el aprendizaje de idiomas de sus adolescentes con TEA, ya que los conduce a mejores competencias lingüísticas. En consecuencia, los padres necesitan una provisión constante del AP por parte de las escuelas públicas y el Estado griego, sin costos y con suficiente disponibilidad de personal especializado y recursos para administrar el proceso de aprendizaje de idiomas de sus hijos adolescentes con mayor facilidad y flexibilidad.; Autism Spectrum Disorder (ASD) as a lifelong neurodevelopmental disorder, with limited social interaction, communication, interests and repetitive behaviors, puts a significant strain on a person's family with ASD. The realization that progress is possible is a crucial turning point in developing, studying and incorporating effective approaches into educational programs to support people with ASD and their families across the lifespan. Specifically, during secondary education, when the brain is rewired, language learning becomes a challenge for ASD students and their parents. Using this as a foundation, the main objective of this current research is to know the vision that parents with adolescents with ASD have of the use of Pedagogical Counseling (PC) in their adolescents’ language teaching of the Greek language. Through a descriptive qualitative study, with a semi-structured interview of 32 items (n=30 parents) and an in-depth analysis, this goal is being explored. The main conclusion that has been reached is that participants-parents of adolescents with ASD applaud the implementation of PC for their ASD adolescents’ language learning, since it leads them to better linguistic competencies. Accordingly, parents need a constant provision of PC from public schools and the Greek State, without costs and a sufficient availability of specialized staff and resources to manage their adolescents’ language learning process with greater ease and flexibility.
2024-01-01T00:00:00ZWe’re new to this. Diversity agendas in public Spanish universities according to their leaders
http://hdl.handle.net/10396/27590
We’re new to this. Diversity agendas in public Spanish universities according to their leaders
García-Cano Torrico, María; Jiménez Millán, Azahara; Hinojosa Pareja, Eva Francisca
The debate about diversity in Spanish universities is fairly recent, and indeed non-existent from the perspective of leadership. This paper examines the descriptions and justifications given by leaders of public universities in Spain with regard to institutional diversity agendas, as well as actions taken or planned to include traditionally excluded collectives within higher education. A total of 32 public university leaders were interviewed from 5 universities. Results show different interpretations of diversity agendas, with them being explained in different ways and being perceived as having different purposes (naturalization, difference, and inequality). Each interpretation is differentiated by its reach, motivation, stance with regard to the institution, target groups, and proposals. Reports overlap and share three common agendas. This demonstrates a lack of clarity around conceptions of diversity and shows the impact of assuming different standpoints when exercising leadership to evaluate a given agenda.
2020-01-01T00:00:00Z