Przeglądanie według Autor "Soler Costa, Rebeca"

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A case study for the design and development of pedagogical awareness in the Teacher Training Master’s Degree: didactic strategies and methodology
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2017) Soler Santaliestra, Juan Ramón; Soler Costa, Rebeca
Roughly speaking, the European Higher Education Area introduced substantial changes in the structure and development of new curricula. Particularly, when assuming the teaching-learning processes in the Master’s Degree, special attention needs to be carried out to the students’ achievements. Since 2010, the Faculty of Education in the University of Zaragoza implemented the Master in Teacher Training for High School Teachers. One of the main aims is to provide students with the necessary pedagogical knowledge, strategies and procedures to be able to develop professionally. We want to accompany in students’ development, the acquisition of teaching techniques and methodologies, including methodology specific for age of youth, the teachers will be working with. This issue was showed in presented text. The authors pictured, among others, the methods, activities and objectives designed to help students achieve the learning outcomes in the Master’s compulsory Module entitled “Context of the Teaching Task”.
An interpretative research in the didactic process: critical discourse analysis
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2019) Lafarga Ostáriz, Pablo; Soler Costa, Rebeca
Roughly speaking, the didactic interaction assumed in any teaching-learning process necessarily needs an internal comprehension and decoding process by the students. Particularly, whenever a teacher develops any teaching process he/she establishes a channel, a code, a system that makes possible communication. In this sense, the language used in the didactic processes is relevant to be analysed as far as it highly contributes to the students’ learning process and enhance to achieve quality and effectiveness. More precisely, the study of language and variety of speech used in education is an area that has aroused great interest and has continued to be studied since the mid twentieth century. In this research we will examine the current theoretical framework and the findings of relevant authors to keep on with the analysis of the language of didactic interaction. Thus, we will restrict our attention to general uses rather than on the analysis of the different linguistic levels. In this paper we will analyse how we use language when teaching, what meanings we convey and how communication is reached in the didactic interaction process.
Dealing with disability from a holistic approach: strategies and procedures in school inclusion
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2015) Soler Costa, Rebeca
When stakeholders implement new measures in education Acts, they also involve changes at the school’s organizational level. In the field of Didactics and School Organization, these changes allow improvements to offer quality in Education. Focusing on school inclusion, the treatment of students with specific need of educative support can be assumed through the praxis of specific methodological principles, promoting an individualized attention and human, social and material resources. To examine the role of stakeholders when dealing with disability, this chapter focuses on the analysis of how school inclusion is developed in a High School in the Spanish region of Aragón. Thus, this case study (Marcelo & Parrilla, 1991, Yin, 1994, Stake, 1998) has been conducted with an eminently qualitative and descriptive methodology (Cohen & Manion, 1990). The techniques applied have focused on group discussions (Krueger, 1991, Suárez, 2005). The results show there exists a lack of connection between the macro-political and the micro-political level.
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.
Empowering inclusive education: principles for excellence in teaching and lifelong learners
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Soler Costa, Rebeca
A long time ago educational policies started to develop different measures to offer students with educational needs the support required. However, society is each time more diverse and requires additional strategies to provide a real inclusive education. Most of the times institutions face up problems due to the lack of resources. For this reason, along this research an approach to empower inclusive education is examined. Principles for excellence in teaching and lifelong learners are promoted in a way to enhance all possible strategies to offer the attention students’ diversity demands. The results show how stakeholder’s prescriptions contribute to offer educational support and how inclusive education can be deeply developed in institutions. The new socio educative demands need specific principles, teaching methods and techniques that allow diversity abilities and skills in the classroom.
Fake News as the axis of contemporary Higher Education
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2022-12) Lafarga Ostáriz, Pablo; Soler Costa, Rebeca; Schultis, Sławomir
New digital trends are generating new habits in society. The democratization of mobile devices, such as smartphones, has caused a new paradigm in areas such as access to information and the skills necessary to be an active part of society. The end of this revolution is still impossible to define, however, there are already numerous customs that have been displaced towards virtual contexts. The latest generations are verifying how Information and Communication Technologies (ICTs) are the axis of daily processes, one of them being access to information. During the last decades, the change regarding the consumption of information, as well as entertainment, has become evident, with a clear conversion towards fast and digital reading content. A situation which repercussions are manifested transversally in society, from those generations that have grown up with physical newspapers to the most recent ones and who find non-daily news obsolete. Its impact in the educational field is reflected when considering the personal development of students and their preparation for the 21st century. It is a context in which digital skills are no longer complementary but necessary, from the personal sphere to the professional through the social. Training requirements are reflected in institutions such as higher education, both university, and professional training.
New ICTs and new needs: teacher training and the accessibility of ICTs in higher education
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2021) Soler Costa, Rebeca; Lafarga Ostáriz, Pablo
The incorporation of ICTs in the educational field results in new alternatives, new habits, and new needs. In the case of teachers, their ability to work and integrate technological devices or tools to make them more accessible in the future becomes highly relevant. In recent years, technical possibilities such as Massive Open Online Courses (MOOC), Open Educational Resources (OERs), gamification, video streaming platforms, or transversal managers such as Google Classroom have been emerging. Possibilities that involve different scenarios of the teaching-learning process were especially enhanced during the pandemic caused by SARS-CoV-2. This results in a necessary and continuous reflection on the preparation of teachers in the didactic application of ICTs in the short, medium, and long term. All this is placed in the context of higher education, a stage always linked to technological innovation and one which promotes research in the field of education. For this reason, in the present work, it is exposed in different sections how the technological change has been gaining pace resulting in a conceptual development around ICTs in the classroom. At the same time, it analyses how teacher training in higher education is a problem of the present and future, which is why it acquires a key relevance.
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.
School culture and school effectiveness: cooperation with environment as a leading way of learning
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2019) Soler Costa, Rebeca; Lafarga Ostáriz, Pablo
In any academic institution two action levels with regards to school organization can be found. On the one hand, the macro-political level basically concerned with educative legislation and how these rule educative institutions. On the other hand, the micro-political level concerning school priorities. Along this book chapter we will provide a research based on how the macro and the micro political levels should handle together. Hence, we will basically provide an updated theoretical framework focusing on the most relevant trends. Moreover, we will keep on with a deep analysis of how stakeholders and active agents promote and develop curricular prescriptions. Finally, we will analyze and discuss how far the implementation of educative principles contributes to enhance the students’ interests and assumes their needs for a better teaching-learning process.
Teaching digital competencies after the pandemic: adaptation of higher education and b-learning in Spain
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2021) Lafarga Ostáriz, Pablo; Soler Costa, Rebeca
The Spanish educational system has been significantly altered due to the pandemic caused by SARS-CoV-2, a fact that has encouraged the paradigm shift that was taking place during the last decade in relation to the integration of Information and Communication Technologies (ICTs) in educational contexts. New contexts imply constant reflection on the teaching-learning process, especially in a society whose commitment to digital integration increases annually. The most appreciable aspect of these new environments affects the field of higher educationwhich during the last decade has already begun to delve into digital teaching and learning media for different contexts. For this reason, in the present work, a theoretical analysis is carried out that considers the role of ICTs in Spanish society with special interest in their adaptation to higher education - issues that support approaches that go beyond the pure application of ICTs and that highlight new needs in the training of teachers whose Digital Teaching Competence is in constant controversy and analysis. To favor the applicability of this theory, the Massive Open Online Courses (MOOCs) and the Open Educational Resources (OERs) are considered as two key tools of the present and future in relation to teacher training in higher education in Spain. All this is discussed in view of the need of the Institutions to adapt to the development of society and not remain in the sideline.
Using modern technologies in educational counselling in high schools in Spain (web application- e-portfolio)
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2017) Soler Costa, Rebeca; Soler Santaliestra, Juan Ramón
No doubt, the students’ diversity in each compulsory educational stage requires specific measures to be implemented. Due to the dissemination of Information and Communication Technologies (ICT) and the Virtual Learning Environments (VLE) worldwide, teachers and counsellors can use these technological resources to help students’ learning disabilities. Technological achievements may be useful in psychological counselling. Training coordinators, who carry out counselling, can make use of these technological resources to offer students support in their life-long learning process. In this article the authors try to examine how ICT & VLE can help when developing counselling in Secondary Education in Spain. This paper shows the results obtained through a multiple case study conducted in 10 High Schools, assuming quantitative and qualitative methodology. The results indicate the e-portfolio has proof to be an effective tool allowing the assessment of the students’ teaching-learning processes, helping in the process of guidance and school counselling.