PHYSICAL ACTIVITY DURING SCHOOL RECESS AND PHYSICAL EDUCATION AMONG DEAF SCHOOL CHILDREN1

ABSTRACT: The objective of this study was to determine comparatively the physical activity in Physical Education and school recess of hearing-impaired students in Primary Education. Fifty-eigth Physical Education classes and recess in Primary Education were evaluated in a representative way, in specialized educational institutions for people with hearing disabilities. Physical activity was determined using the system for observing fitness instruction time (SOFIT). Inferential statistics, using the Student’s t-test, reported significant differences with more moderate to vigorous physical activity performed during recess than in Physical Education. The same pattern was identified in schoolchildren without diagnosed disabilities. It is recommended that teachers guide the content for the development of coordinating skills that favor the gross and fine motor conditions of this population, implementing didactic strategies that increase the amount of moderate to vigorous activity in Physical Education that is greater than that performed during recess.

The Challenges of Training in Psychology

The training of the clinical psychologist requires the development of competencies in the fields of mental health prevention, health promotion, diagnosis, and treatment of mental illness. This training has undergone many changes due to the pandemic, evolution of education, and the translation of clinical practices to an online format. The present proposal focuses on making a review and reflection on the best practices derived from the adaptation of the training of these professionals with a future-oriented look. This chapter seeks to address two critical questions: What practices are necessary for the acquisition of the disciplinary competencies of clinical psychologists? and What didactic strategies were integrated during the COVID-19 pandemic? In the light of the lessons learned from the pandemic, the main tasks to be faced by the clinical psychologist in the face of the new demands of practice that require the creation of programs of psychological intervention and psychosocial support to the community are pointed out.

Amazement as a necessary element for a comprehensive formation

We will talk about the systematization of the educational experiences in amazement didactics in the Autonomous University of Queretaro. The objective is to comprehend how a comprehensive formation is achieved on the participants in the classrooms based on amazement didactics. The classes were imparted under the didactic strategies of theater, clown, and magic with the goal of fostering amazement in social encounters. The sessions were registered in a class journal. The systematization process consisted of answering the question: How does amazement contributes to the comprehensive formation of the involved in the educational process of the university classroom. The focus of the systematization was thoughtful, it sought to explain how a happy environment was created in the classes. The systematization process was used in the classes at the end of the school year 2020-1. Amazement uses laughter, looks, silence, and thoughtfulness that wakes up the creativity, foster trust, and create bonds of love, as well as the curiosity to learn in virtual environments in the confinement period brought by the health emergency. This was one of the results found, as well as recognizing that recognition makes us exist and motivates us to be more, humanizes us, achieving a comprehensive education, originating from a participative process that leads to the harmonious development attending all the dimensions of the person, such as the cognitive, affective, community, ethic, cultural for the full humanization of the person, from amazement strategies that lead to think and act from other possibilities.

Graphical analysis of the movements of a line-following robot

The difficulties in the interpretation of graphs in kinematics have been studied since the 1980s. To try to reduce students’ learning problems, the researchers point to the need for different didactic strategies, some with the use of new technologies. In this context, we present an experimental proposal that uses a line-following robot based on Arduino to teach graph interpretation in movements with constant velocity.

Perception of teaching performance in the virtual learning environment

<span>This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students. However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning; while the didactic strategies factor is the one that presents a not so favorable perception. In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, seven of them one negative variation. These results are validated by the linear regression test, where an R2 value of 0.965 is calculated, with respect to the didactic strategies factor. It means that this factor influences 96.5% on the perception of students with the global factor and an R2 value of 0.921 for the planning factor, which indicates an influence of 92.1%.</span>

Virtual education and student perception of teacher performance in the distance learning environment

<span>This article aims to carry out a descriptive analysis of the performance of teachers qualified as researchers, in the distance education environment according to the student's perspective. The results will be a frame of reference for university authorities on the path of continuous improvement of virtual education. When carrying out the research, a general qualification of the teaching performance of 14.20 was determined, established the highest grade equal to 20, it can be indicated that there is a good performance of the teacher in the virtual education environment. In addition, the results show that the highest evaluation corresponds to the indicator management of the group and fulfillment of the objectives, which is directly related to the administration of the class, while the lowest rating is for the indicator "Teacher effectiveness so that their students acquire relevant knowledge, skills and attitudes”, which is directly related to the didactic strategies used, that is, to the use of technological tools that today are more than just an option. Finally, it can be noted that of the total of 17 teaching, 23.5% present a very good performance, 35.3% present a good performance and 41.2% present a regular performance.</span>

Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain

The UN’s Sustainable Development Goals (SDGs) should be known and assumed by the community of geography teachers in all levels of education as a key part of their educational work. In order for well-grounded SDGs-related geographic didactic proposals to be presented, and for researchers in didactics to find a way to incorporate and promote SDG-related contents in daily teaching, a thorough knowledge of the relevant geographical literature is mandatory. The aim of this work is to present the results of a review comprising 1183 papers submitted to the 22 congresses on the didactics of Geography organised by the Spanish Association of Geography working group in didactics from 1988 to 2019, as well as 186 works published in the only Spanish journal on the Didactics of Geography, Didáctica Geográfica. This analysis focuses on the contents addressed in these studies, as well as on the skills and didactic strategies related to the teaching of SDGs. It was found that most SDGs-related contributions in Spain deal with landscape and the environment. Regarding skills, it was concluded that much remains to be done concerning Education for Sustainable Development (ESD). Finally, the current and future role of ESD in geographical teaching in Spain is assessed.

Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.