Artículos (Didáctica y Organización Educativa)

URI permanente para esta colecciónhttps://hdl.handle.net/11441/43346

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The role of lecturers and inclusive education
(Wiley, 2016) Molina Romo, Víctor Manuel; Perera Rodríguez, Víctor Hugo; Melero Aguilar, Noelia; Cotán Fernández, Almudena; Moriña Díez, Anabel; Química Física; Didáctica y Organización Educativa; Teoría e Historia de la Educación y Pedagogía Social; FQM128: Cinética Electródica e Instrumentación; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento); HUM596: Educación de Personas Adultas y Desarrollo
This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field
Disclosure dilemmas: Experiences of university graduates with invisible disabilities
(Elsevier, 2025) Moriña Díez, Anabel; Tontini, Laura; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Students with invisible disabilities often face challenges in deciding whether to disclose their condition in university settings. This article explores the disclosure process of invisible disabilities in Italian and Spanish university graduates, using a phenomenological approach with 29 participants. Its purpose is to analyse to whom, when, what, how, and why these graduates decide toshare their disability in the university context. The data obtained through semi-structured interviews co-constructed with the participants were analysed with an inductive category system. The results indicate that all graduates disclosed their disability at some point to university community members, including administrative staff, faculty, or peers, driven by diverse motivations such as accessing support services, facing moments of crisis, or building trust within relationships. This disclosure process is subjective, dynamic, and ongoing, shaped as much by fear of stigma as by individual needs and the university’s social context. It is concluded that a safe and welcoming environment at university is essential, where students feel free to disclose their disability and seek support if they wish to do so
Learning to Teach AI: Design and Validation of a Questionnaire on Artificial Intelligence Training for Teachers
(RU Publications, 2025) Reina Parrado, Manuel; Román Graván, Pedro; Hervás Gómez, Carlos; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
This study aims to design, produce, and validate an information collection instrument to evaluate the opinions of teachers at non-university educational levels on the quality of training in artificial intelligence (AI) applied to education. The questionnaire was structured around five key dimensions: (a) knowledge and previous experience in AI, (b) perception of the benefits and applications of AI in education, (c) AI training, and (d) expectations of the courses and (e) impact on teaching practice. Validation was performed through expert judgment, which ensured the internal validity and reliability of the instrument. Statistical analyses, which included measures of central tendency, dispersion, and internal consistency, yielded a Cronbach's alpha of .953, indicating excellent reliability. The findings reveal a generally positive attitude towards AI in education, emphasizing its potential to personalize learning and improve academic outcomes. However, significant variability in teachers' training experiences underscores the need for more standardized training programs. The validated questionnaire emerges as a reliable tool for future research on teachers' perceptions of AI in educational contexts. From a practical perspective, the validated questionnaire provides a structured framework for assessing teacher training programs in AI, offering valuable insights for improving educational policies and program design. It enables a deeper exploration of educational AI, a field still in its early stages of research and implementation. This tool supports the development of targeted training initiatives, fostering more effective integration of AI into educational practices
Un programa de formación del profesorado desde la perspectiva intercultural
(Área de Cultura del Ayuntamiento de Sevilla, 1992) Toledo Morales, Purificacion; Hervás Gómez, Carlos; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Las percepciones de agentes educativos hacia la incorporación de la Pizarra Digital Interactiva en el aula
(AFOE. Asociación para la Formación, el Ocio y el Empleo, 2012) Fernández Márquez, Esther; Hervás Gómez, Carlos; Baena Román, Ana Lydia; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
La pizarra digital interactiva (PDI) permite una progresiva innovación en las prácticas docentes. Algunos autores consideran como recurso tecnológico en su totalidad, es decir, en ella se comprenden otros recursos (textos, imágenes, vídeo, sonido, diagramas, sitios webs en línea...) que dejan de presentarse de manera aislada para favorecer la optimización del aprendizaje de los alumnos. Por lo tanto, es un hecho que esta tecnología será promotora de innovaciones dentro del aula, a fin de que los alumnos aprendan. Actualmente, resulta sencillo comprender que la pizarra digital interactiva capta la atención del alumno, y por lo tanto, lo lleva a la construcción del aprendizaje, ya que gracias a la pizarra el alumno es capaz también de manipular e ir construyendo por sí mismo. Nuestro objetivo con esta investigación es analizar las actitudes que suscita su incorporación en los procesos educativos, tanto desde el punto de vista del alumnado, como del profesorado. Para ello se han administrado un breve cuestionario de valoración con dos modalidades. Los resultados obtenidos nos revelan que el uso de la PDI mejora los aspectos organizativos, en cuanto a optimización de la estructuración temporal de las sesiones y el procesamiento de la información, favoreciendo la atención y motivación del alumnado, facilitando la exposición de mayor cantidad de información, de diferentes fuentes y permitiendo una mayor flexibilidad y creatividad en el aula, no siendo un recurso de difícil implantación y uso, una vez recibida la formación necesaria
Using socrative as an online homework platform to increase students’ exam scores
(Springer, 2017) Balta, Nuri; Perera Rodríguez, Víctor Hugo; Hervás Gómez, Carlos; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correla- tion was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool
Una mirada creativa al futuro de los organismos internacionales de cooperación multilateral
(Organización de Estados Iberoamericanos, 1998) Hervás Gómez, Carlos; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
A primera vista parece extraño que lo que se ha soñado será la Educación en la próxima centuria, tenga mucho que ver con organismos internacionales creados para la cooperación multilateral. Aunque la explicación de lo anterior puede ser simple y la razón clara, no está de más ahondar en ella, pues de esta forma se pueden hacer interesantes planteamientos sobre el tema, que aclaren y sistematicen tendencias que aparecen tímidas y deben concretarse respecto a la cooperación internacional. Si luego se trata de las «crisis» —puestas entre comillas para señalar lo que aquellas representan en cualquier tema y contexto si el propósito es el de lograr avances positivos— de la cooperación internacional en general, y de la multilateral en particular, se puede expresar a continuación lo que pueden ser las grandes potencialidades de esta última en un mundo con las características, seguras algunas e intuidas otras, que tendrá al comienzo del próximo milenio. Finalmente, como es obvio por la Organización de la que hablamos —la OEI—, es conveniente dar una rápida mirada por su pasado, que ya es largo pues comenzó en 1949, para indicar lo que será el futuro próximo y lejano de ella, que es lo que más interesa, y que se puede moldear en los sucesivos presentes inmediatos, a la luz de los planteamientos aquí recogidos sobre la cooperación internacional, la multilateral y la educación.
Validation of the Attitude Scale on Prospective Teachers’ Perceptions of the Consequences on Their Psychological State: Well-Being and Cognition
(MDPI, 2023) Hervás Gómez, Carlos; Díaz Noguera, María Dolores; Martín Gutiérrez, Ángela; Morales Pérez, Gloria Luisa; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje; Universidad de Sevilla. HUM403: Investigación Pedagógica de la Persona
The aim of this study was to analyse the validated psychometric characteristics of the “Scale of Attitudes towards New Post-Pandemic Scenarios” (SANPS) tool using a short version on Perceptions of Future Teachers towards the New Post-Pandemic Educational Scenarios; describe the attitudes of future teachers towards motivation, collaboration, and emerging active pedagogies; and determine the internal consistency and reliability of the tool. The design structure of the instrument consists of the following three latent factors, which were obtained through an exploratory factor analysis (EFA): empowerment/motivation, autonomy/situated learning and emerging digital pedagogies. The questionnaire was administered to a sample of 966 participants. In the confirmatory factor analysis (CFA), a previous hypothesis was established regarding the relationship of the factors and their number and nature, specifying the number of factors and the way in which the variables are related to each other. The 66.53% of total variance was explained. The reliability, calculated with Cronbach’s alpha, reached a global value of over 0.90 (α = 0.94). This valid and reliable questionnaire, which incorporates a dimension that measures the transfer of learning in hybrid and multimodal models of digital ecosystems in Higher Education, can be applied in the evaluation of online education processes
Coping strategies used by university students with disability: a systematic review
(Informa UK Limited, 2025) Carballo Delgado, Rafael; Cumming, Therese M.; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
There are currently a large number of studies that focus on analysing the difficulties encountered by students with disability at university. However, there is a need for more knowledge about the coping strategies that students find helpful and how universities can promote and support their use. This systematic review analyses the scientific literature on coping strategies used by university students with disability during their academic careers. The review analyses 17 studies that included a total of 674 students withdisability as participants and analysed their coping strategies. The results of the analysisof these studies compiled the different types of coping strategies that participants usedto successfully complete their studies. In addition, recommendations are drawn forHigher Education institutions to improve the academic experience of students with dis-ability through the promotion and support of these strategies. The results of this studyhighlight the reality of the hardships experienced by university students when havingto make certain efforts due to their disability, as well as the need for institutions to offergreater support to facilitate their university experience
Unheard voices: Identifying aspects for an inclusive digital education through the lens of low-income contexts schools
(Springer, 2025) Castaño Muñoz, Jonatan; Moreno Morilla, Celia; Reina Parrado, Manuel; López Cobo, Isabel; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM1101: Career and Digital Education for Social Justice
This study explores the perceptions, experiences and challenges of schools located in disadvantaged areas regarding the integration of digital technologies in their functioning. Through eight case studies, in which principals, teachers and students were involved, we identified the main challenges that these schools face every day, which were grouped into three areas: a) breaking the hidden digital divide, b) teacher training for culturally responsive teaching, and c) use of technology as a bridge between home and schools. The results show that, in order to prevent digitalisation from increasing the existing divide among schools of different socioeconomic and cultural levels, it is necessary to design inclusive policies for educational digital transformation that take into account the particularities and voices of these schools
Enhancing digital skills assessment: introducing compact tools for measuring digital competence
(Springer, 2025) Vuorikari, Riina; Pokropek, Artur; Castaño Muñoz, Jonatan; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM1101: Career and Digital Education for Social Justice
Today, individuals interact with digital technologies in a plethora of ways requiring a range of digital skills, knowledge and attitudes—a combination that forms digital competence. Traditional digital skills measurements are often lengthy and complex, hindering real-world applications. Therefore, this study addresses the need for efficient digital competence measurement tools by developing and validating two concise instruments aligned with the Digital Competence Framework for Citizens (DigComp). Mini-21 offers an instrument that covers all 21 competences and a nano-6 version captures the five core areas of the framework. These instruments enable quick and concise digital competence assessments in various settings; for initial screening, diagnostic of low-skilled individuals for targeted educational interventions, and integration into broader surveys. Psychometric analyses (confirmatory factor analysis, item response theory methods, measurement invariance, internal consistency and concurrent validity) of 460 respondents from Latvia and Spain confirm their high validity and reliability. Furthermore, by comparing psychometric models, the study demonstrates the superiority of tools integrating the three attributes of competence: knowledge, skills, and attitudes. The alignment of our findings with the European Union's DigComp framework guarantees their grounding in an established theory. It offers practical benefits promoting their immediate application in education and training settings, especially where DigComp has been adopted
Promoting inclusive practices with emerging technologies in higher education: Faculty professional development through blended-learning
(Elsevier, 2025) Moriña Díez, Anabel; Perera Rodríguez, Víctor Hugo; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
University institutions face the challenge of training faculty in inclusive digital skills to provide quality education for all. This paper presents a study that designed, developed, and evaluated a blended-learning training programme for faculty in Spain, focusing on emerging technologies from an inclusive perspective. A qualitative methodology was employed, incorporating a case study approach with semi-structured interviews conducted with faculty and focus groups with students. The study encompassed a diagnostic evaluation of faculty training needs and an evaluation of the programme’s implementation, outcomes and impact. The results revealed that inclusive practices with technologies benefit the faculty and students involved and provide a replicable model for other universities. This study underlines the importance of online training in professional development, as it allows for essential learning opportunities in today's educational context
El papel de las TIC en la mejora de la calidad de vida de las personas con disca- pacidad: una revisión sistemática de la literatura
(Universidad de Salamanca, 2025) Domínguez González, María Ángeles; Hervás Gómez, Carlos; Román Graván, Pedro; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
The growing use of information and communication technologies (ICT) has enabled progress in interventions for individuals with disabilities. This study aims to review the scientific literature from 2012 to 2022 (the last ten years) on the use of educational technologies as tools to enhance the quality of life of individuals with disabilities. The PRISMA methodology was followed, and searches were conducted in the Scopus and Web of Science (WoS) databases, yielding a final sam- ple of 21 studies. The risk of bias was evaluated using the ROBIS tool, and a co-occurrence analysis of keywords was performed using the VOSviewer software. The main findings indicate a growing body of scientific literature on this topic, with the most studied skills related to reading and writ- ing. Most participants in these studies had intellectual disabilities or autism spectrum disorder. In conclusion, it is worth noting that scientific production in this area remains relatively limited, highlighting the need for further research. The integration of ICT into everyday life, both in the teaching–learning process and in daily activities, provides new opportunities for individuals with disabiliti
The Social Life of Young People With Intellectual Disabilities Studying at University: An Inclusive Research Using Photovoice
(John Wiley & Sons, 2025) Rivero Díaz, María; Moriña Díez, Anabel; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Background: This article explores the social life within and outside the university of 17 young Spanish people with intellectual disabilities studying in a postsecondary education programme. This programme offers training for inclusion in the labour market. Students obtain a certificate, which is not an official university degree. Methods: Inclusive research was conducted using photovoice. The data were collected through photographs, interviews, focus groups and discussion groups. The data were analysed using a system of categories and codes. Results: Co-researchers identified family members, technology, and the course they are studying as supportive factors in their social life. Conversely, family overprotection, their characteristics, and bullying in earlier educational stages were barriers to establishing social relationships. The students propose recommendations, including improving their social and personal skills, increasing activities and gatherings among university students, and tackling bullying. Conclusions: That collaboration is necessary to ensure a more inclusive and equitable social environment for everyone
ChatGPT as a Digital Tool in the Transformation of Digital Teaching Competence: A Systematic Review
(MDPI, 2025) Fernández Cerero, José; Montenegro Rueda, Marta; Román Graván, Pedro; Fernández Batanero, José María; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
In recent years, the use of tools based on artificial intelligence, such as ChatGPT, has begun to play a relevant role in education, particularly in the development of teachers’ digital competence. However, its impact and the implications of its integration in the educational environment still need to be rigorously analysed. This study aims to examine the role of ChatGPT as a digital tool in the transformation and strengthening of teachers’ digital competence, identifying its advantages and limitations in pedagogical practices. To this end, a systematic literature review was carried out in four academic databases: Web of Science, Scopus, ERIC and Google Scholar. Eighteen relevant articles addressing the relationship between the use of ChatGPT and professional teacher development were selected. Among the main findings, it was identified that this technology can contribute to the continuous updating of teachers, facilitate the understanding of complex content, optimise teaching planning, and reduce the burden of repetitive tasks. However, challenges related to technology dependency, the need for specific training, and the ethics of its educational application were also noted. The results of this study suggest that the use of ChatGPT in education should be approached from a critical and informed perspective, considering both its benefits and limitations. Empirical studies are recommended to evaluate its real impact in different educational contexts and the implementation of teacher training strategies that favour its responsible and effective use in the classroom ChatGPT; Artificial intelligence; Teacher training; Digital competence; Technological tools
Integration of Artificial Intelligence and Machine Learning in Education: A Systematic Review
(Rhapsode, 2025) Reina Parrado, Manuel; Román Graván, Pedro; Hervás Gómez, Carlos; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
This PRISMA-based systematic review analyzes how artificial intelligence (AI) and Machine Learning (ML) are integrated into educational institutions, examining the challenges and opportunities associated with their adoption. Through a structured selection process, 27 relevant studies published between 2019 and 2023 were analyzed. The results indicate that AI adoption in education remains uneven, with significant barriers such as limited teacher training, technological accessibility gaps, and ethical concerns. However, findings also highlight promising applications, including AI-driven adaptive learning systems, intelligent tutoring, and automated assessment tools that enhance personalized education. The geographical analysis reveals that most research on AI in education originates from North America, Europe, and East Asia, while developing regions remain underrepresented. Without strategic integration, the uneven implementation of AI in education may widen social inequalities, limiting access to innovative learning opportunities for disadvantaged populations. Consequently, this study underscores the urgent need for policies and teacher training programs to ensure equitable AI adoption in education, fostering an inclusive and technologically prepared learning environment
Mejorar la calidad de la educación inclusiva: propuesta de indicadores
(Universidad Central de Venezuela, 2017) Navarro Montaño, María José; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
El trabajo que presentamos constituye una investigación en curso sobre inclusión escolar y sus implicaciones para la educación. El objetivo principal es conocer las opiniones del profesorado sobre la educación inclusiva y sus necesidades formativas, para determinar algunos indicadores de calidad que orienten la formación en clave de inclusión. La investigación se realiza en todos los niveles del sistema educativo español exceptuando el nivel universitario, concretamente en educación infantil, primaria, secundaria, bachillerato y módulos formativos. La metodología se apoya en el uso de un cuestionario de pregunta abierta que ha sido utilizado mediante la técnica de la entrevista. El estudio se inscribe bajo un enfoque cualitativo de investigación. El análisis de datos, la discusión de resultados y las conclusiones obtenidas, nos permiten realizar una propuesta de indicadores de calidad para orientar la formación del profesorado. Los indicadores más relevantes están vinculados a la necesidad de promover un modelo educativo inclusivo, en el que los centros educativos desarrollen proyectos institucionales inclusivos y la formación del profesorado esté orientada a la inclusión educativa
Dilemas en la gestión académica universitaria
(Editorial Universidad de Granada, 2017) Sánchez Moreno, María Rita; Toussaint Banville, Manon; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Este artículo se propone dar cuenta de un estudio realizado acerca del gobierno y la gestión en la universidad española. Concretamente se centra en uno de los objetivos del estudio que consistió en indagar en los dilemas más recurrentes a los que los gestores académicos se enfrentan en su quehacer cotidiano. Los dilemas aparecen en el contexto complejo de las universidades como problemas para los cuales no existe una respuesta inequívoca, sino que enfrentan a quienes gestionan ante diversos retos. Se adoptó un enfoque cualitativo de investigación. Se realizaron entrevistas a 71 gestores académicos de tres universidades españolas a fin de conocer la naturaleza de los dilemas vividos y las estrategias desplegadas para afrontarlos. Se identificaron 47 situaciones dilemáticas y se analizaron utilizando el programa MAXQDA. Fueron localizadas dos fuentes de dilemas: a) los propios valores; b), las estructuras organizativas y las prácticas institucionales. Las estrategias de respuesta fueron desde el diálogo hasta estrategias de evitación del dilema. En conclusión, se observa que los dilemas en vez de resolverse se satisfacen, perduran en el tiempo y se viven frecuentemente como situaciones de importante desgaste emocional. Se abre una reflexión sobre la posibilidad del entrenamiento para el manejo de dilemas, y sobre el interés de proyectarlos como núcleo principal en la formación en gestión académica universitaria
Estudiantes: ¿nativos digitales o residentes y visitantes digitales?
(Universidad del Zulia, 2020) Cabero Almenara, Julio; Barroso Osuna, Julio Manuel; Martínez Pérez, Sandra; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
La presente investigación pone el acento en dos tipos de patrones de personas: visitantes y residentes. Se planteó un estudio exploratorio para conocer cómo se perciben los estudiantes en la era digital, en dos planos: personal y profesional. Se elaboró un instrumento “ad hoc” administrado en la asignatura “Tecnología Educativa” del grado de Pedagogía de la Universidad de Sevilla. Como resultados, a pesar de que la mayoría se ven como residentes, las percepciones discrepan de las evidencias obtenidas a partir de las representaciones gráficas realizadas.
Obstáculos y necesidades en la trayectoria formativa y profesional del profesor mentor principiante
(Universidad Austral de Chile. Facultad de Filosofía y Humanidades, 2019) González Miguel, Sandra; Mayor Ruiz, Cristina Mª; Hernández de la Torre, Elena; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Los cambios actuales en educación necesitan nuevos agentes que faciliten el desarrollo profesional de los docentes para contribuir a la mejora del desempeño laboral. Los programas de iniciación a la práctica profesional constituyen el puente hacia la mejora educativa con especial atención a figuras claves como la del mentor. Este estudio se centra en conocer y analizar los obstáculos y necesidades formativas/profesionales del profesor mentor principiante, rol inmerso en un Programa para la Iniciación a la Práctica Profesional en República Dominicana. La metodología es cualitativa atendiendo a los instrumentos: guías de autopresentación, biogramas e incidentes críticos a un total de 10 participantes. Los resultados y discusión muestran que los mentores principiantes poseen carencias formativas tecno-pedagógicas que dificultan su propia práctica profesional necesitando ayuda institucionalizada y mayor espacio temporal para la capacitación en mentoría. Ante ello, concluimos que el mentor cuenta con actitud positiva ante las mejoras educativas de su país

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