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This article is an exercise of de/re-composition of the experience of the opening course of the curricular space “Práctica Profesional” corresponding to the fifth year of the Teacher Education Program in Education Sciences of Humanities School at Universidad Nacional de Mar del Plata. It is an account of the development of the proposal, including contextual conditions, definitions, and criteria that guided the movement that meant the implementation of the subject that serves as a corollary of the course. Throughout the story, the paper characterizes the subject within the framework of the teacher's curriculum, explains the theoretical and methodological foundations that support the proposal, and describes the training devices that have been designed considering the contextual conditions in which the course took place. [ABSTRACT FROM AUTHOR]

Ethno-education allows advancing towards interculturality, recognizing the diversity of cultures in Colombia; however, there is no evidence of a clear formative route as a social project that vindicates the knowledge of the communities and allows strengthening the processes of cultural identity necessary for the survival of the Indigenous Peoples. The objective of this work is to answer whether ethno-education contributes to the promotion of sustainable development from the pedagogical act of the Indigenous Peoples. For this, a literature review was carried out from the most cited publications from the years 2017 to 2021 in the Scopus, Web of Science and Dimensions databases, selected by the English language, Spanish and the keywords indexed in the UNESCO Thesauri dictionary. In the analysis of scientific production, the scientometric tools RStudio-Cloud, Bibliometrix and the Tree of Science (ToS) method were used. The VOSviewer and Gephi software were also used to identify the research subareas and generate the knowledge network. The work allowed marking the evolution of the annual scientific production with 1,127 scientific documents, the thematic map with emerging topics related to pedagogy, teaching, culture, ancestral knowledge, and the knowledge network forged by the most important authors for this work. As a main conclusion, it was identified that the educational processes should arise from the heart of the ethnic communities, which seek to transmit ancestral practices, promote sustainability, educate the being without adapting it to developmentalist doctrines and educational models. [ABSTRACT FROM AUTHOR]

This study explores the views of graduates in Educational Sciences from the University of Barcelona regarding the importance of the final degree project in improving their ability to find a job. Using an ad hoc questionnaire, data were collected from a sample of 88 graduates with teaching degrees, selected through non-probabilistic sampling. The results show that the relevance of the subject of their final year project was less significant to their professional employment than practical internships and the overall degree. However, it is important to highlight that the graduates perceive that completing the project enabled them to develop a set of transferable skills that are highly valued in professional employment, which undoubtedly helps improve their employability. Finally, the potential of linking the final year project with practical internships is suggested. [ABSTRACT FROM AUTHOR]

To achieve a search based on the qualitative approach, it becomes of vital interest to study transitional justice and the impact it has on the economic, social and cultural rights of the victims of the armed conflict. This article begins with a delimited discussion of "fiscal sustainability and its impact on the decisions issued by the Superior Court of Bogota, Justice and Peace Chamber". Then, a concrete case is taken to analyze it in detail and reach conclusions in accordance with the topic studied. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, educational research faces different changes. One of the most urgent is the articulation with the principles and criteria of open science, which aim to expand the models, scenarios and platforms related to the production, circulation, use and transfer of educational knowledge. To approach the current panorama and establish some projections for Colombia, the results of the research "open science practices of Colombian researchers" were analyzed, particularly of the 122 researchers in the educational sciences. It was found that, in the design of research, especially information is consulted in open resources. And low percentages in relation to the construction of research agendas together with communities and institutions. In the design of the methodology, low percentages of replication of investigative methods and techniques are reported. Data management is one of the practices with the lowest results, as well as public communication of science. The conclusions place the emphasis on promoting open science in: the training processes of science actors, throughout the educational cycle, especially in the teaching of research and scientific vocations, and in the recognition processes of curricular projects. from all areas of knowledge. [ABSTRACT FROM AUTHOR]

The aim of this work is to define a quantitative typology of expertise in Educational Sciences. For this purpose, a sample of Cuban doctoral theses in Educational Sciences was compiled. The review of the literature on expertise revealed: conceptual plurality and inherent complexity of multi-criteria approaches on expert sensitivity. The independent variables of the meta-analysis delimit the arguments in the expression for the calculation of a coefficient of expert competence k selected by its frequency of application. The interpretation of the contour graph of the correlation intervals between the variables allowed us to define the typology of expertise delimited into three non-exclusive types. Among the research methods used are: observation, document analysis, content analysis and statistics. [ABSTRACT FROM AUTHOR]

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for several years, Information and Communication Technologies (ICT) have made inroads in education in a systematic way. However, not all educational institutions make pedagogical and didactic use of them. Such was the case at a district educational institution (the Juana Escobar School) in the city of Bogotá, in which, despite having sufficient technological resources, these were not integrated into the teaching-learning processes. This article describes an investigation carried out in said institution in which it was proposed to make use of technology. In particular, an ICT-mediated teaching strategy was designed, aimed at developing students' narrative competence through digital comics. The methodology had two phases: initial diagnosis, in which mixed resources were used, such as statistics and ethnography; and development, in which the proposed strategy was implemented using the educational hermeneutical approach. As a result, it was possible to show that quality education mediated by ICTs generates motivation and pleasure in students to learn and create. In this case, that was evidenced by his enthusiasm to learn about the essential elements of a narrative, and thus be able to design and create a digital comic. In addition, this exercise was useful to develop the skills in the language area and strengthen the technological and collaborative skills that today's society demands. [ABSTRACT FROM AUTHOR]

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The article constitutes a systematization of the evolution of methodological work in Cuban Higher Education, from the 1960s to the present. It starts from considering the growing importance of methodological work, as a guarantor of the quality of the professional training process and establishes criteria for theoretical systematization and periodization, which allow understanding its temporal evolution and more significant structural changes. Since its creation, the Ministry of Higher Education (MES) has placed special emphasis on methodological work as a scientific basis for training activities in universities. To date, some predominant trends and positions have been identified, which mark the history of methodological work in Cuban university cloisters. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This paper seeks to trace the evolution of the Social Studies Education since its birth as academic and scientific discipline until now. This analysis takes the Spanish case as starting point, and widens its observations to some international context, such as Germany, France, United Kingdom, United States, Canada, Brazil, Mexico and Chile. The main aim of this paper is to point out the specific contributions that have shaped the educational research and the current status of the issue of the discipline. The methodology followed in this work has been based on a thorough review of the national and international scientific literature related to the topic. The selection of the literature that supports the arguments made along the paper attended to one specific criteria: the high degree of expertise of the authors and the quality of their contributions in the field. This analysis indicates that one of the biggest issues that the discipline has is the fact that, although the main research problems are shared, there is a lack of communication and a sort of scientific isolation among the different international contexts and scientific communities. That cause a low degree of consensus regarding essential aspects of the discipline, such as epistemological or methodological issues. It is therefore necessary a deep reflection on the matter to create a solid theoretical and methodological corpus. [ABSTRACT FROM AUTHOR]

This paper aims at reconstructing the pedagogical and disciplinary praxis in each territory for disciplinary research, according to the conditions offered by the training in Education Sciences. To do this, we use a qualitative methodology, specifically case studies. In this sense, the cases selected for this study were two Education Science teaching teams: General Didactics and History of Argentine Education. On the basis of the analyses performed, three formative contexts were identified: the field, the desk and the extra institutional territories. These territories shape a form of methodological and epistemological approach of the disciplinary object, which in turn enables modes and devices of research training. [ABSTRACT FROM AUTHOR]

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Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The improvement of the educational work, as well as the conception of the professional's continuous formation, are part of the general process of improvement of the current Cuban higher education. Such concepts have redimensioned the role of educational sciences in the management of university institutions, and at the same time, they constitute an incentive for educational research in the search of the best ways to implement new policies. In this sense, the present study reveals some theoretical considerations about a categorical determination of the relations between Didactics and Educational Sciences for the development of methodological work. The article includes the evaluation of the main positions on the subject in the scientific literature and in the field of the norms in use, with emphasis on the functioning of the career group as an organizational level of the methodological work. [ABSTRACT FROM AUTHOR]

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Ethics is a complex field that has gained a lot of strength in the last five years of educational research, due to its relevance to trust in the trust, dignity, privacy, confidentiality and anonymity of those who participate in it. This article seeks to highlight some necessary opinions about the main ethical dilemmas that arise in educational research to live up to contemporary social development. [ABSTRACT FROM AUTHOR]

In this work, expert opinions as a research method in Education Sciences were methodologically, statistically and descriptively studied through a sample of 600 doctoral theses defended between 1996 and 2019. For the methodological study, content and document analyses were performed, and ways in which expert opinions were used as a research method in the theses were evaluated. The usage of expert opinions as a research method was statistically analyzed by means of data on the sample, correlation coefficients, and hypothesis testing. Aims of using this method, its relation with other research methods, and the most used methods for getting expert opinions, and their types were examined. [ABSTRACT FROM AUTHOR]

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The article sheds light on an experience of integration carried out in a high school in Montevideo which aimed to have a positive influence on school coexistence problems. Many students were labeled as "violent" by the institution. In order to improve the atmosphere and learn about the adolescents' perspectives on this problem, theater workshops were developed throughout one school year. At the end of this process, a play about life at high school was co-constructed, giving voice to the students. Forms of suffering at school emerged from the experience. Likewise, dynamics of solidarity and meaning regarding knowledge emerged, bringing down the pessimistic view that many actors had about living together in educational spaces. Consequently, theater is proposed as a key tool for the necessary development of a pedagogy of participation, both for adolescents and for adults. [ABSTRACT FROM AUTHOR]

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This work was aimed at making contributions to the identification of major problems occurring in dissertations on Education Sciences during the last five years, by sitting in on oral dissertation defenses, reviewing dissertations, and analyzing review reports written by examiners. The results showed that the most frequent problems were the lack of coherence; literature reviews which failed to properly show how these had informed research issues; variables were not always defined; questionnaires didn't include items which satisfactorily measured variables; samples were badly taken; errors in statistics; lack of correspondence between types of research, methodologies, and research designs chosen; insufficient references. [ABSTRACT FROM AUTHOR]

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