PERCEPCIÓN DE LOS DOCENTES DE EDUCACIÓN SECUNDARIA SOBRE LA CALIDAD DE LA ENSEÑANZA EN LA PROVINCIA DE ALBACETE

2020 ◽  
Author(s):  
Manuel Ángel González Berruga
Keyword(s):  
Secondary Education ◽  
Teaching Style ◽  
Collaborative Teaching ◽  
School Failure ◽  
Experienced Teachers ◽  
Pedagogical Practice ◽  
La Mancha ◽  
School Risk Factors ◽  
Teacher's Perspective ◽  
Interpretative Research

Teachers have an important role in the development of an education of quality in Secondary Education schools. School failure continue being a persistent phenomenon in Spain and Castilla La Mancha. School Risk perspective is a proposal that allows to recognize factors in the construction of school failure in the pass of the student through the educational system. It is presented a descriptive-interpretative research from the theorical perspective of Productive Pedagogies to know the school risk factors from teacher’s perspective of 11 Secondary Education schools of Albacete region. It is observed a low perspective in diversity attention and learning contextualization. Teachers plan the pedagogical practice in relation to the average student in ordinary or PMAR classrooms. Less experienced teachers have a favorable perception in some factor about quality teaching. Teachers from schools with a high sociocultural and economic level present an integral and collaborative teaching style as opposed to middle and low-level schools.

Incidencia de factores académicos en el fracaso escolar. Reflexiones derivadas de la experiencia de profesores jubilados

2017 ◽  
Vol 21 (2) ◽  
pp. 191-211
Author(s):  
Estefanía Martínez Valdivia ◽  
Enriqueta Molina Ruiz
Keyword(s):  
Data Analysis ◽  
Secondary Education ◽  
Educational Intervention ◽  
Qualitative Methodology ◽  
School Failure ◽  
Educational Institutions ◽  
Educational Context ◽  
Extensive Experience ◽  
Retired Teachers

Resumen:El estudio trata el tema del fracaso escolar centrado en el contexto educativo como posible marco generador del mismo, interesando averiguar el papel que tanto la escuela, -en cuanto institución mediante su organización y funcionamiento-, como el profesor, -a través de su actuación en el aula-, puedan jugar en su presencia y desarrollo. Se aborda desde una metodología cualitativa pretendiendo comprender el problema del fracaso escolar en profundidad, situándonos en Educación Secundaria Obligatoria y apoyándonos en relatos de profesores jubilados con amplia experiencia en situaciones de fracaso escolar. Los instrumentos de recogida de datos han sido las entrevistas. El análisis de los datos se ha realizado con ayuda del programa QRS Nvivo 11 Plus. Los resultados presentan posibles factores que, desde las propias instituciones educativas, pueden contribuir a generar fracaso escolar. Aparecen organizados en dos bloques: derivados de la escuela y su organización; derivados de la intervención docente.Resumen: El estudio trata el tema del fracaso escolar centrado en el contexto educativo como posible marco generador del mismo, interesando averiguar el papel que tanto la escuela, -en cuanto institución mediante su organización y funcionamiento-, como el profesor, -a través de su actuación en el aula-, puedan jugar en su presencia y desarrollo. Se aborda desde una metodología cualitativa pretendiendo comprender el problema del fracaso escolar en profundidad, situándonos en Educación Secundaria Obligatoria y apoyándonos en relatos de profesores jubilados con amplia experiencia en situaciones de fracaso escolar. Los instrumentos de recogida de datos han sido las entrevistas. El análisis de los datos se ha realizado con ayuda del programa QRS Nvivo 11 Plus. Los resultados presentan posibles factores que, desde las propias instituciones educativas, pueden contribuir a generar fracaso escolar. Aparecen organizados en dos bloques: derivados de la escuela y su organización; derivados de la intervención docente.Abstract:The study addresses the issue of school failure focused on the educational context as possible under the same generator, interesting to figure out the role that both the school as an institutionin through their organization and operation-, as the teacher, -through its performance in the classroom-, they can play in their presence and development. It is approached from a qualitative methodology pretending to understand the problem of school failure in depth, placing ourselves in Secondary Education and relying on accounts of retired teachers with extensive experience in situations of school failure. The instruments were the interviews. The data analysis was performed using the QRS NVivo 11 Plus program. The results show possible factors, from the educational institutions can contribute to the generation school failure. They are organized in two blocks: derived from the school and its organization; derived from the educational intervention.

The effect of absenteeism and school failure in the consumption of snuff in a sample of students in 3rd and 4th of Secondary Education / El efecto del absentismo y el fracaso escolar en el consumo de tabaco, en una muestra de estudiantes de 3º y 4º (...)

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Beatriz Corbí Gran ◽  
Miguel Ángel Pérez Nieto
Keyword(s):  
Secondary Education ◽  
High Risk ◽  
Total Population ◽  
School Failure ◽  
School Absenteeism ◽  
Negative Consequences ◽  
Grade Repetition ◽  
Total N ◽  
El Alto ◽  
The Relationship

Objetivos: El presente estudio tiene como objetivo ver la relación existente entre el sexo, el absentismo escolar y la repetición de curso junto al consumo de tabaco en adolescentes de 3º y 4º de la ESO. Método: Los participantes de este estudio fueron un total de 688 adolescentes. Dichos participantes fueron extraídos de la población total (N= 7.832) de adolescentes de 3º y 4º de la ESO de Vitoria (Álava). Para recoger dichos datos se utilizó el cuestionario de la Encuesta Estatal sobre uso de drogas en Enseñanza Secundaria (ESTUDES). Resultados: Los resultados del estudio muestran una prevalencia de consumo de tabaco mayor por parte del sexo femenino en comparación con el masculino. Así mismo, aquellos sujetos que realizan un mayor consumo son quienes más faltan a clase o quienes obtienen un mayor fracaso escolar repitiendo uno o varios cursos. Conclusiones: Las consecuencias negativas experimentadas por el consumo de tabaco reflejan el alto riesgo de fracaso o absentismo escolar. Consecuencias que se deberían tener en cuenta en los próximos programas preventivos con el objetivo de la reducción del daño. AbstractObjectives: This study aims to see the relationship between sex, school absenteeism and grade repetition by the consumption of snuff in adolescents 3 º and 4 º ESO. Method: Participants in this study were a total of 688 adolescents. These participants were drawn from the total population (N = 7832) of teenagers from 3rd and 4th of ESO of Vitoria (Alava). To collect the data we used the National Survey on Drug Use in Secondary Education (ESTUDES). Results: The results of the study show a prevalence of snuff increased by females compared with males. Also, those subjects who made ​​more consumption are the ones who miss class or who obtain a higher school failure repeating one or more courses. Conclusions: The negative consequences experienced by the consumption of snuff reflect the high risk of failure or truancy. Consequences should consider preventive upcoming programs in order to harm reduction.

Formation of the zemstvo’s teaching intelligence in Laishevsky district of Kazan province

2020 ◽  
pp. 7-20
Author(s):  
Elena Mironova
Keyword(s):  
Secondary Education ◽  
Primary Schools ◽  
Professional Training ◽  
Experienced Teachers ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Training And Education ◽  
Social Stratum ◽  
Level Of Education ◽  
Working And Living Conditions

The article is devoted to the formation of the Zemstvo’s pedagogical intelligentsia in Laishevsky district of Kazan province. Based on sources of personal origin and records of County self-government bodies, a comprehensive analysis of the personnel composition of Zemstvo’s primary schools was conducted. The author established the number of teachers, sources of their replenishment, the level of education, and also considered the socioeconomic situation of teachers. The teaching staff included law teachers, secular teachers, and assistants. Some former priests-teachers of Church schools also joined the work of Zemstvo’s educational institutions as experienced teachers. The available materials clearly show the evolution of the educational level of teachers in favor of specialists with secondary education. As a result, thanks to the Zemstvo’s school, a new social stratum of rural intelligentsia formed in the district, including people with secondary education. Measures taken by the Zemstvo’s to improve the working and living conditions of teachers are also shown. The principle of determining the amount of salary based on the number of students contradicted the principle of assigning salaries depending on the professional training and education of the teacher. It is concluded that despite the support of experienced and responsible teachers, the profession of a Zemstvo’s teacher remained unattractive, but at the same time women became teachers, which corresponded to the emancipation movement that was gaining momentum at that time.

scholarly journals Revisión de los programas de enseñanza de estrategias de aprendizaje evaluados en España

2020 ◽  
pp. 16-40
Author(s):  
Francisco José Rubio Hernández ◽  
José Luis Olivo-Franco
Keyword(s):  
Secondary Education ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
School Failure ◽  
Evaluation Of Teaching ◽  
Representative Samples

The instruction of learning strategies seems to make it possible to improve the performance and learning of students. Their ignorance or non-use could be cause for school failure. Several investigations indicate the relevance of the instruction of learning strategies in the classrooms, although today little time is still devoted to teaching students how to learn. Therefore, the objective of this research was to review studies that contemplate the evaluation of teaching strategies for learning strategies in the Spanish context. The results showed the scarcity of evaluative studies carried out, with little representative samples, destined, in their majority, to students of Compulsory Secondary Education. However, all of them offered data related to effectiveness after implementation.

scholarly journals Embedding Virtual Reality Technology in Teaching 3D Design for Secondary Education

2021 ◽  
Vol 2 ◽  
Author(s):  
Mutian Niu ◽  
Cheng-Hung Lo ◽  
Zhiyuan Yu
Keyword(s):  
Virtual Reality ◽  
Secondary Education ◽  
Dual Coding ◽  
Pedagogical Practice ◽  
Virtual Reality Technology ◽  
3D Design ◽  
Course Structure ◽  
Promising Tool ◽  
Technology In Teaching ◽  
Interactive Experience

As a new medium in modern education, virtual reality technology has stimulated the changes of pedagogical practice and added further opportunities for experiential learning. The immersive and interactive experience of VR fits seemingly well with practical subjects such as Creative Design. Design-related courses in secondary education usually appeal to the students with their practical elements, which also help in developing a student's creative and cognitive ability. The dual coding learning theory states that the learning process can be improved by using the symmetrical visual and language systems of the left and right hemispheres. This paper presents a novel teaching framework that combines classroom learning with VR technology. We devise the course structure based on Bloom’s Taxonomy and fill in knowledge and skills related to 3D Design. In collaboration with a local school, we implemented and delivered the proposed course to a group of students. After the course, we use questionnaires and interviews to collect and analyze the attendees’ feedback. The results show that the interactive experience in VR coincides better with the students’ perception of 3D conceptual design. The teaching methods are also well-received by them. Based on the findings, we suggest that immersive VR technology is a promising tool for developing practical courses such as product design and development.

scholarly journals Embeddings or disembeddings? A discussion about Physical education and proposals for high school

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Roseli Belmonte Machado ◽  
Denise Grosso Da Fonseca ◽  
Natacha da Silva Tavares
Keyword(s):  
High School ◽  
Secondary Education ◽  
Physical Education ◽  
Basic Education ◽  
Educational Policies ◽  
Physical Education Teachers ◽  
Teaching Model ◽  
Pedagogical Practice ◽  
Last Stage ◽  
The Relationship

In addition to discussing Physical Education and its curricula from the advent of recent educational policies, this article also proposes to move an important debate on the last stage of Basic Education, High School. This article presents analyses developed from the research that aimed to reflect on the inclusion of Physical Education in the Languages Area, discussing the relationship between the curricular proposals for Basic Education and the pedagogical practice of Physical Education teachers in High School. The methodology was based on Foucault’s studies. We intend to show that projects for training and formatting individuals have been placed in society and the current Brazilian reality, especially in the case of secondary education. We understand that these training projects are transposed with other discourses in order to gain the empathy and compliance of the population, which had long been questioning the organization and the teaching model. However, this is in fact a setback because, instead of reformulating methodologies and allowing knowledge to make sense for students, it causes them to remove from their formation that which does not seem interesting or useful to them, and, if in the future these individuals identify those gaps, they will be solely responsible for solving them.

The Transition to Collaborative Teaching

1992 ◽  
Vol 23 (4) ◽  
pp. 371-372 ◽  
Author(s):  
Monica L. Ferguson
Keyword(s):  
Learning Styles ◽  
Classroom Teacher ◽  
Teaching Style ◽  
Collaborative Teaching ◽  
Written Language ◽  
Individual Education Plan ◽  
Pull Out ◽  
General Classroom ◽  
Approach To Teaching ◽  
Goals And Objectives

The transition to a collaborative service delivery model is discussed. The model uses children’s literature and content material in a writing process approach to teaching oral and written language skills in the general classroom. The article discusses teaching Individual Education Plan (IEP) goals and objectives in the classroom and the use of pull-out support for the initial instruction of voice, fluency, and articulation skills. It also discusses techniques for scheduling classes, regular planning sessions, and ways to match student learning styles to the teaching style of the classroom teacher.

Personal Reflections on the Masters in Educational Practice

2017 ◽  
Vol 19 (1) ◽  
pp. 146-155
Author(s):  
Emma Jackson
Keyword(s):  
Educational Practice ◽  
Experienced Teachers ◽  
Pedagogical Practice ◽  
Policy And Practice ◽  
Qualified Teachers ◽  
National Educational Policy ◽  
Personal Reflections ◽  
Key Aspects ◽  
The Impact ◽  
Newly Qualified Teachers

In September 2015, I successfully completed the Masters in Educational Practice (MEP). This article focuses on the professional gains of this qualification including the opportunities for classroom-based inquiry, structured reflection and professional dialogue with colleagues. I discuss the benefits of mentoring support from experienced teachers, as well as ongoing professional development in key aspects of national educational policy and practice. I describe how the qualification encourages newly qualified teachers to continually reflect on their practice and how this has had a direct and long-lasting impact on my own practice and the practice of my MEP colleagues, enhancing the experience for pupils and raising standards in Welsh classrooms. Core to my own experience of the MEP was the encouragement of professional dialogue and networking with mentors, experienced teachers, academics and other newly qualified teachers. This community has formed a strong platform for generating, critically considering and sharing a wealth of ideas about excellent pedagogical practice. Within this article, I give practical examples of how my experiences of the MEP have directly benefitted the learners. I explain the relevance of the MEP modules and how these underpin the Welsh Government's three national priorities for improving educational outcomes for learners in Wales: improving literacy, improving numeracy and reducing the impact of deprivation on attainment. Therefore, I maintain that the qualification crucially demonstrates the interaction between classroom, local and national contexts. I hold that, without the MEP, I do not think that I would have developed as a practitioner as quickly or as effectively. The skill of critically reflecting on my practice is one which will benefit my learners for the rest of my teaching career.

scholarly journals Prática docente quilombola: desafios e possibilidades em tempos de pandemia

2021 ◽  
pp. 1-28
Author(s):  
Ana Tereza Ramos de Jesus Ferreira ◽  
Helio Rodrigues dos Santos ◽  
Geraldo Eustaquio Moreira
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Collaborative Teaching ◽  
Student Interaction ◽  
Pedagogical Practice ◽  
Online Questionnaire ◽  
Teacher Student ◽  
Teachers And Students

We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency.

scholarly journals Sinergia local para contribuir a la reducción del abandono escolar temprano. Una experiencia de éxito en la etapa de Educación Primaria

2017 ◽  
Vol 21 (2) ◽  
pp. 487-504
Author(s):  
Esther Diánez ◽  
José Alberto Martín-Sánchez ◽  
Juan de Dios Fernández-Gálvez
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
School Failure ◽  
Drop Out ◽  
Drop Out Rate ◽  
Drop Out Rates ◽  
Educación Primaria ◽  
The Town ◽  
Academic Year

Resumen:La preocupación por el fracaso y el abandono escolar aflora cuando llegan los malos resultados en Educación Secundaria, pero creemos que el problema hunde sus raíces en la etapa de Primaria. Nuestra localidad ha decidido no resignarse a constatar las consecuencias del fracaso cuando ya es demasiado tarde y actuar donde nace y se desarrolla el problema, en Educación Infantil y Primaria. La coordinación y el establecimiento de unas metas bien definidas y claras han supuesto la base del trabajo comunitario en Atarfe. La escuela y los docentes han asumido responsabilidad para disminuir la tasa de abandono. La inacción de ambos no sólo no impide el problema sino que lo propicia de manera cómplice e irresponsable. La asunción de medidas concretas en el ámbito curricular y socio-comunitario ha sido reflejo de la decisión de combatir activamente las vergonzosas tasas de abandono y exclusión en nuestros centros. Consideramos esencial que estas medidas se implementen desde las etapas iniciales, donde realmente se fragua un futuro de fracaso. Las medidas expuestas en este trabajo se iniciaron en el curso 2007-2008. En la actualidad, podemos decir que la mejora en las tasas de absentismo, en convivencia y en resultados académicos es fruto de las medidas adoptadas. Abstract:Our society usually starts worrying about school failure and drop-out rates when they come to our attention as the result of the usual studies about secondary education, but we believe that the root of this problem lies in the primary education stage. Instead of just verifying the consequences of school failure when it is already too late, our town has decided to take action in the stages in which the problem originates, those of preschool and primary education. The communal work in the town of Atarfe has been based on the coordination and setting of clearly defined objectives. The school and the teachers have taken it upon themselves to try and reduce the drop-out rate. Not only does their inaction not avert this problem, but it contributes to it in a complicit and irresponsible way. The concrete measures that have been taken in the curricular, social and communal context reflect this decision to actively fight against the shameful drop-out and exclusion rates in our schools. We think that it is essential to implement these measures as soon as the earliest stages of education, in which children can take the first steps towards a future of failure. The implementation of the following measures began in the 2007-2008 academic year. Presently, we can say that there has been an improvement in truancy, coexistence and marks as a result.

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