Kultura - Przemiany - Edukacja T. 4 (2016)

URI dla tej Kolekcjihttp://repozytorium.ur.edu.pl/handle/item/2632

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Educational practices in the University – a longitudinal study in the Teacher Training Master in the University of Zaragoza
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2016) Soler Costa, Rebeca; Soler Santaliestra, Juan Ramón
The recent implementation in the university of professionalizing Masters has meant a considerable increase in the interest of students towards the study of the different subjects in order to improve their expertise. While in some cases it is a prerequisite for access to public opposition, in many others, the Masters allows more extensive knowledge gained throughout university degree. This type of educational practices that the European Higher Education Area (EHEA) has introduced, i.e., the derivatives of education policies, is justified by the process of European convergence. From Brussels come new details and recommendations which the various member States should incorporate into their educational system, whether formal or non-formal education. To this end, this paper shows the results of a research carried out in the year 2009/2010 in the Teacher Training Masters for High School Teachers of the University of Zaragoza. The aim was to analyse how assessment processes were developing, with what procedures, techniques, types, etc., with the aim of introducing innovation processes leading to improved student learning. This longitudinal study is based on multiple cases whose statistically representative sample consists of 124 students and is developed with quantitative and qualitative methodology. Results of this research conclude that it is possible to introduce other types of evaluation techniques contributing to promote meaningful, collaborative, social and open learning.
Research on teaching strategies in inclusive learning environments: a case study
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2016) Soler Santaliestra, Juan Ramón; Soler Costa, Rebeca
Considering the students’ diversity with regards to abilities, skills, access school conditions, health conditions, ethnic background and even immigrant students who are not fluent in the Spanish language, most Primary and Secondary Schools are assuming an inclusive education. In the European Higher Education Area, and more specifically, in the Teacher Training degree, School Placements constitute the basic starting point and, in fact, they are a challenge for pre-service teachers. Undoubtedly, these students do not only carry out School Practice in normalized Primary Schools, rather they need to know the school’s real functioning, its internal management and organization, the human, material and technical resources to face up students’ diversity and offer them the necessary educative attention. Roughly speaking, the I School Practices are aimed at getting engaged in the knowledge of official and institutional documentation. For this reason, this case study analyses how the I School Placements are carried out in a Spanish inclusive Primary School, located in Zaragoza which belongs to the region of Aragón. The research developed focuses on the analysis of the School Education Project, as far as we believe it is devoted to reflect how school works on (general and specific syllabus designs, guidelines, teaching-learning processes, didactic objectives, methodological approaches, classroom organization, assessment types and techniques and so on). In this sense, the results illustrate how the theoretical and the practical principles implicitly and explicitly undertaken in this school improve the development of an authentic inclusive education.

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Przeglądanie Kultura - Przemiany - Edukacja T. 4 (2016) według Autor "Soler Costa, Rebeca"