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The proliferation of synchronous web tools and applications, learning management systems, massive open online courses and constant changes characteristic of the so-called information society (IS), have meant that the main challenge for university teaching staff be its capacity for adaptation and innovation. In this sense, the present communication describes the design of an online ad hoc instrument, EMICOG - teacher version, designed through the SurveyMonkey tool. With it, we intend to study the teaching methodologies applied in the various subjects taught by the teachers of the Universidad de la Costa (Colombia), the forms of assessment or evaluation of the transversal activities carried out as well as their teaching practices through the analysis of six sections: i) general data, ii) instructional strategies and techniques, iii) resources used in the evaluation and teaching of the subject, iv) psychoeducational variables, v) training needs, and vi) teaching processes. It has been applied to 182 university teachers, with the purpose of studying to what extent these teaching actions can affect better results of generic competences in the national tests Saber Pro and in the role of psychoeducational variables of the students, thus becoming an instrument of empowerment and improvement of the teaching quality and academic results, through the clarification and the delimitation of training needs, which will be the basis of future instructional programs / courses of efficient strategies for the improvement of teaching that will impact on obtaining higher academic achievements. It is a Competitive Research Project CONV-ÍNDEX Num. 13-2018, INV Project Code. 150-01-007-13 Universidad de la Costa (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia).

In recent years, various successful strategies have been tried, from the context of the university itself, as well as from other international contexts. These empirical backgrounds, supported by impressionistic data or validated with international evidence, justify the formalization of a university teaching research and innovation program focused on the generic competences of critical reading LC and textual construction CT. For this, it seems pertinent to analyze this background. In addition, three types of international debates and very present in Colombia, introduce a great complexity to the field, lacking evidence empirical contrasted and validated for decision making. On the one hand, on the progress and perspectives of the evaluation (Tamayo et al., 2018); secondly, the limits and problems that arise with the competency model (Barnet, 2001, Díaz-Flórez, 2018) in both cases, with many debates and reflections on the prioritization of quality on evaluation systems or on the construction of competition (Ravitch, 2013), especially when addressing the issue of initial teacher education (preservice teachers, García-Martín García-Sánchez, 2017) in Colombia (Arias-Gómez et al., 2018). And finally, the classic debate of the active teaching of Dewey, the significant learning of Ausubel, the learning by discovery of Bruner, or the great development of the socio-historical cultural approach of Vygotsky and his pedagogy from the ZPD and that is specified in models complete teaching and learning careers as follows the learning based on ABP problems (Fernández et al., 2006; García, 2002); This issue is reflected in the report on higher education in Colombia of the OECD (2016). “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 Universidad de la Costa (Colombia) – Universidad de León (Spain). Evaluated by the ACAC (MEN Colombia) “

The various structural, organizational and methodological reforms that the Higher Education Area has undergone have caused substantial changes in the prevailing educational model in the university sphere and, consequently, in the study plans. With this in mind, the present communication describes the design of an online ad hoc questionnaire, EMICOG - students version, through the web tool, SurveyMonkey. Therewith, it is intended to determine and analyze the perceptions and beliefs of future usefulness that students have about different teaching methodologies applied in various subjects studied of degrees and master’s degrees taught at the Universidad de la Costa (Colombia). At the same time, the forms of assessment or evaluation of the transversal activities carried out are examined, paying special attention to generic competences such as critical reading and textual construction. In this sense, the EMICOG - students version, has eight clearly differentiated categories: i) general data, ii) instructional strategies and techniques, iii) resources used in the evaluation and teaching of the subject, iv) psychoeducational variables, v) training needs, vi) study and learning processes, vii) attitudes towards learning and evaluation and, viii) anxiety towards learning and evaluation, which are examined using 5 or 7 point Likert scales. Therefore, the application of the same to 2275 undergraduate students of the Universidad de la Costa will allow extracting differential profiles and designing strategies of successful instructional action for the improvement of the academic results in the national tests of Saber Pro, to which the Colombian students will present themselves at the end his university studies. Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 Universidad de la Costa (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia).

The purpose of the paper is to approximate the construction of a theoretical framework of sustenance that allows understanding the interrelation between the variables identified in the study. Specifically, the theoretical construction covers five perspectives of analysis, namely: competency-focused teaching and the EHEA; active university methodologies towards a ubiquitous web 4.0; the instructional, psychological and curricular dimension; instrument validation technology and the validation of scientifically based interventions based on empirical indicators (IBE). This research project aims to study the teaching methodologies and the transversal evaluation forms of the subjects, with emphasis on the generic competences of critical reading and textual construction; the analysis of the teaching practices and the training needs of the student is foreseen, as a reference for the conception of efficient strategies that contribute to improve the teaching-learning process. The methodological approach is focused on systematic review and analysis processes, which allow the theoretical deepening of the various theoretical constructs, with the focus on generating a relational system of categories and theoretical approaches that provide light for the construction of instruments evaluation as strategies of action and contribute in the improvement of teaching and in the quality of education and impact on better academic results in university students in generic competency tests. It concludes with the need for a theoretical framework around five axes that guides and guides the process of research, interpretation of data and evidence and the protocol of action and proposals for improving the quality of teaching. It is expected to provide lights not only for the application and teacher improvement, but also for the theoretical implications that arise from them, and allow an adequate articulation of the different scientific constructs measured and to give meaning to the current gaps in scientific knowledge about the topic. “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 University of the Coast (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia)”

This paper presents a research program that leads to study the impact of evaluation and active teaching methodologies used and expected in university education, for the development of generic communicative skills in students of different careers. In a more general sense, it seeks to identify the perceived and expected use, by teachers and students, of the evaluation and active methodologies; collect successful cross-cutting strategies; describe and compare psychoeducational patterns and their role in the learning outcomes and generic communicative competences of critical reading and textual construction, from which would come to configure training in comprehensive assessment of teaching and learning to be provided to teachers of the university so that they become mediators and promoters of generic communicative skills of critical reading and textual construction through the subjects -across disciplines- in the students. It is carried out at the Universidad de la Costa in Colombia and it is approached from two foci of study: detection of needs and implementation of transversal strategies. Psychoeducational patterns are used (self-efficacy, attributions, motivation, emotional intelligence ...); also the systematic review of international successful practices. The results are oriented to the implementation of strategies for the curricular innovation of the subjects and teacher improvement and of the academic and learning results; likewise, for the increase of pedagogical and didactic instructional and technological knowledge as a basis for decision making in the second phase of validation and testing of transversal strategies. “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 University of the Coast (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia) “

At the end of the 20th century, a new psychological counseling, called Positive Psychology and characterized by its positive hedonic tone, its complementary character and its emphasis on positivism was incorporated. In this regard, we have made a theoretical review about the fundamental psychological constructs of Well-being Science like creativity, humor, optimism, positive emotions, resilience and mindfulness at the same time that we have discussed the main utilities and effects of using of this new orientation of psychology in education. In addition, we have analyzed the most important aspects about applicability of Psychological and Educational Consulting according to four groups: positive psychology, emotional intelligence and education, well-being psychological and coaching and mentoring, for articulating the different current empirical and conceptual knowledge. In addition, we expected that this evidences provide the necessary theoretical basis and that it serve as a framework for the intervention and for making decisions scientifically based psychological and educational counseling. FPI-MICINN Subprogramme (Predoctoral contract, BES-2011-045996) granted to J. García-Martín for four years (2011-2015) in the competitive project (EDU2010-19250 / EDUC) granted to IP (JN García).

Artykuł przedstawia badania węgierskich pedagogów na temat pracy nauczycieli. Autorka odwołuje się do wyników badań, trendów i obszarów dotyczących pedeutologii. Zwraca uwagę na badania wcześniejsze oraz na te, które powinny zostać przeprowadzone w przyszłości. Wskazuje na kierunki współczesnych i wszechstronnych badań węgierskich, dotyczących awansu i doskonalenia zawodowego nauczycieli, pracujących w tamtejszych szkołach.

Con el surgimiento de la “sociedad del conocimiento” emergen nuevos enfoques y teorías educativas y psicológicas en las que se fundamentan los programas instruccionales actuales. Se describe una propuesta de programa instruccional 2.0 con el que se persigue analizar los efectos que el uso de herramientas web, durante el proceso de enseñanza-aprendizaje, produce en constructos psicológicos y educativos diversos al mismo tiempo que se ofrece asesoramiento psicopedagógico en variables psicoeducativas. Se prevé que se confirme la utilidad, efectividad y eficiencia de diversas herramientas web para la instrucción, que se observé un incremento de la motivación, de la autoeficacia y del rendimiento académico así como un aumento en la calidad de la escritura. Este estudio está financiado por el Ministerio de Ciencia e Innovación (MICINN) actual Ministerio de Economía y Competitividad (MINECO), Programa nacional de Formación de Personal Investigador (FPI-MICINN), Subprograma de becas de investigación predoctorales, concedida a J. García-Martín para el cuatrienio (2011-2015).

The purpose of this study is to describe the main psychological and educational trends of research about a social network, Facebook®, and they are being carried out internationally. For this, we do an empirical analysis of twenty articles on the topic published in the last four years in an international journal of impact, Computer and Human Behavior®. In this line, the present study confirms that research on the use and effects of Facebook®, is extensive, meticulous and strict. During this research study, we received competitive funds from the Spanish Ministry of Science and Innovation (MICINN, currently MINECO) (EDU2010-19250 / EDUC) for 2010-2013, awarded to the Director/Main Researcher (J. N. García). J. García-Martín received funds from the (FPI-MICINN) of the same project for four years (2011-2015).

In Hungary, the present curriculum and the previous ones have accurately specified those educational tasks that must be taken into consideration when teaching all subjects and these tasks should also have an influence on the entire educational process. This, however, requires a complex way of thinking, a resolute change of view of the teacher and its realization in practice is an intricate task that calls for consideration. The study shows how musical education contributes to the harmonious development of the child and what kind of possibility of personality development is implied in moments of the singing lessons, respectively.

Valoración del estado de conservación de las grafías de Cueva Negra, ubicada en él termino municipal de Fortuna (Murcia).