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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali 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.)

In recent decades in Colombia, low English scores on standardized tests have been attributed to teachers. However, language policies should be reviewed to determine their impact on educational institutions. For this reason, an exploratory systematic review was carried out with the objective of seeking references in relation to the impact of the National Bilingualism Plan (PNB) and the reflections and contributions of the authors on the initial training of primary school teachers for bilingualism in Colombia. This review is a partial result of the doctoral thesis Interpretation and appropriation of the national linguistic policy in a Teacher Training College. Towards a policy for multilingualism. As a methodology, PRISMA was implemented, taking into account two categories: National and international studies on bilingualism policy and reflections and contributions on initial teacher training for bilingualism. The final corpus of this review was 53 documents, which show the low impact of the PNB, by imposing a decontextualized curriculum that contributes to the stratification and commodification of languages and the lack of teacher qualification. It can be concluded that the formulation of language policies is required, beyond simple plans, projects or programs, that break the scheme of their construction from the up-bottom to the bottom-up, in a structured, contextualized, democratic and inclusive manner, and that allows transcending to an education for multilingualism. [ABSTRACT FROM AUTHOR]

The formation of informational skills is a concern of the universities in Cuba, because Cuban science has little visibility in the databases, which support scientific articles published in high-impact journals. In this sense, the research aims to propose actions that contribute to the formation of informational skills for the treatment of university documentary heritage in the teachers of the University of Matanzas. The methodology used is based on the collection of bibliographic and documentary information, for the analysis of sources that serve as theoretical support for the investigation. As a result, a group of informational competencies is proposed, which should be worked on, from the library. The contents of the diploma that is offered in the library of the University of Matanzas is also presented, to finish, the results obtained from the diploma implemented in the present year 2023 are exposed. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC 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.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

This theoretical reflection article germinates from the need to generate theoretical constructs on the application of Pedagogy by Projects (PPP) as a tool for the development of educational practices, with the aim of showing alternatives to break with traditional training methods, revealing new active teaching methodologies that contribute to the acquisition of significant academic skills. The article was based on the reflective qualitative methodology, where integrative relationships were established in a coherent way between the results of an investigation culminated and grounded in the theory based on microanalysis, open coding, axial coding and selective coding. In addition, the following parameters are taken into account for the preparation of the writing: coherence, rigor, comprehension, predictive capacity, conceptual precision, linguistics, semantics and originality. As a main revelation, it can be mentioned that the training processes in Public Institutions of Medellin based on the PPP methodology are distant from what is stated in the general education law and the main theories that support it, such as meaningful learning and constructivism, in part because lack of appropriation and qualification of teachers on the subject. Likewise, it is relevant to affirm that there are not enough economic resources for the provision and adaptation of training establishments, which has a negative impact on the achievement of the objective. To conclude, the theory was accentuated in revalidating positive, true and real aspects of the PPP, and recommendations for teachers and educational institutions that want to include this work methodology in their curriculum and educational practices. [ABSTRACT FROM AUTHOR]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional 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.)

Copyright of Dictamen Libre is the property of Universidad Libre Seccional Barranquilla 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

As a result of the confinement due to the global pandemic of covid-19, teachers and students found themselves in the inevitable situation of suddenly moving from the traditional face-to- face model to virtual environments, with the demand for new digital skills and computer resources. The purpose of this scientific article was to describe the digital teaching competence, the main problems that the educational community faced to join virtual environments, as well as the proposals that originated to perform expeditiously in this new modality. The research was based on a systematic review of scientific articles on digital teaching competence in virtual environments in the context of the pandemic, in the Scopus database, with the support of Redalyc, Scielo, Dialnet, Elsevier and Google Scholar. The results show that the digital teaching competence still does not present an optimal level, so the most recurring solution proposal is the training and development of the digital teaching competence. Since to date the direction followed by the actors involved in virtual learning is uncertain, this investigation culminates by proposing an alternative solution. [ABSTRACT FROM AUTHOR]

The challenges faced by teachers during the confinement caused by Covid-19 were more severe for those who look after students with special needs or learning barriers, particularly in a context marked by the scarcity of specialized technological tools and an incipient development of digital skills among both teachers and students. The paper analyzes the conditions in which teachers who work in basic and upper secondary education in Mexico carried out their jobs from April 2020 - December 2021. The analysis is based upon a structural attributive research of explanatory scope that retrieved information through a survey. 140 teachers participated in the process; their responses were statistically analyzed and mapped out using the Geographic Information System and the ArcGIS program, in order to highlight regional differences and shortcomings. The results presented focus on two axes of the Common Framework for Digital Teaching Competence (Content Creation and Security) and show the persistence of socio-educational gaps. Those who express that to have developed these competences are teachers from urban areas, particularly those who have less years of service, higher academic degrees, and are in the seek of job stability. This leads to the conclusion that there is a need to strengthen differentiated training processes that respond to the specific needs of educational contexts. [ABSTRACT FROM AUTHOR]

ADDIE (Analysis, Design, Development, Implementation, Evaluation) methodology has been widely used in teacher education processes to prepare teaching materials in response to the conditions resulting from the COVID-19 pandemic since 2020. The research intended to identify how a support strategy designed from addie affects the ICT skills of teachers and the creation of Digital Educational Resources (REDs) or Virtual Learning Objects (VLOs) related to Citizen Competencies and Socioemotional Skills, History and Ethics, Physical Education, and Artistic Education for primary and secondary education in Colombia. Sixty-six teachers participated in 49 VLO projects, which produced 146 REDs. A mixed study was proposed using a multiple integration design (MID). It combined a pre-post quantitative quasi-experimental design with a single group, analyzing the measures of an ICT skills instrument, and a systematic grounded theory design, taking the teachers’ portfolios as a corpus while developing their VLAs and REDs. The results indicate a statistically significant improvement in all the competencies evaluated: pedagogical, technological, design, and investigative. Qualitatively, we identified the elements of each competence that explain such improvement despite the heterogeneous quality of the resources created by the teachers. The centrality of the pedagogical competence for advancing the other competencies is pointed out. We recommend delving into investigative and communicative skills in future studies. [ABSTRACT FROM AUTHOR]

The article analyzes the influence of migratory status and socio-educational factors on the academic performance of migrant students in Chile. It was found that there are four types of students (new generation, 2nd generation, natives, and 1st generation) and that migratory status is related to academic performance. The importance of guaranteeing equal opportunities for migrant students in the Chilean educational system is highlighted. In addition, factors such as previous education, age at migration, time spent in the new educational system, as well as the difference in performance between native and migrant students, the influence of gender, socioeconomic group, parental expectations, and teacher quality are mentioned. The study is based on the results of the SIMCE mathematics test applied to 8th-grade students in the Metropolitan Region of Santiago. Related studies addressing the academic performance of migrant students and educational inequalities in Latin America are also mentioned. [Extracted from the article]

The implementation of digital technologies in teaching has demonstrated the importance of teacher digital competence (TDC) as a key element in educating 21st-century citizens. The complex nature of TDC makes it challenging to find a definition that encompasses the full meaning of the term. This paper offers a systematic literature review based on the PRISMA Statement, analyzing the definitions of TDC in 31 publications with the aim of identifying their similarities and differences and reviewing their relationship with the dimensions that make up TDC. The results show an imbalance in the dimensions present, and notably, an almost universal absence of the relational, ethical and security dimension. The paper concludes by offering an integrative definition of TDC that enables teachers and educational institutions to understand the scope of this professional competence. [ABSTRACT FROM AUTHOR]

The main purpose of this work was to analyze the level of knowledge, application and disposition towards Information and Communication Technologies (in forwards ICT) by early childhood teachers in a selection of private schools. Three specific goals were suggested: to investigate the knowledge that teachers have about the use of ICT, to know the technological tools that teachers apply to children, and to describe the teaching strategies used in connection with technology. On the other hand, the methodology used was a mixed approach of non-experimental design. The data collection was carried out through three instruments: a questionnaire aimed at all the teachers of early childhood education, an interview directed at a selection of the teachers of the initial level and an interview directed at the directors or coordinators of the 7 private schools of the Miranda State. The data collected through each of the instruments were categorized and graphed, to subsequently be analyzed through a triangulation process. The main results were linked to how technology is perceived as an ally that benefits and supports the teaching process; most teachers have a medium level of technological knowledge, and wish to continue training in this area. Last of all, both educational centers and their teaching teams see ICTs as an opportunity for change and development. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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.)

Copyright of Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada 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.)

Copyright of Revista Peruana de Investigación Educativa is the property of Sociedad de Investigacion Educativa Peruana (SIEP) 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.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte 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.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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.)

The professionalization of university teaching has promoted extensive efforts, both by the Educational Systems and Higher Education Institutions themselves, to develop teaching skills in those who have the mission of training professionals in different areas of knowledge. The objective of this work was to build up a profile of a trainer of trainers' skills. Firstly, a systematic review of Spanish-American and Anglo-Saxon literature, including 58 articles published in the last five years, was carried out. Subsequently, the comprehensive analysis established ten emerging categories, grouped in three dimensions: pedagogical, investigative, and cross-cutting. On the one hand, this result shows academic community's great interest in searching for skills or qualities that a trainer of trainers must demonstrate. On the other hand, the reviewed documents reveal that those who work in academia agree that the first two dimensions above correspond to the actions of a trainer. Likewise, with a broad presence in the consulted literature, the cross-cutting dimension makes known those interpersonal competencies related to the use of ICT and attention to diversity. [ABSTRACT FROM AUTHOR]

The new profile of a university professor, which places a greater focus on students' learning and needs, is driving a new architecture for university tutorship. This study describes the validation of a scale to measure the tutoring skills of faculty members from the perspective of students. A total of 622 students from the University of Murcia participated in the research and confirmatory factor analysis was performed with the collected data. The results demonstrate the suitability of the theoretical model put forward, which comprises four dimensions (informing and adaptation; group management and support; educational and professional guidance; continuous monitoring of students), and show that the importance of these skills is perceived to be greater than the development of these same skills by professors (p < .05). This allows us to conclude by confirming the importance of furthering knowledge of these types of skills with a view to the continuous improvement of university tutoring. [ABSTRACT FROM AUTHOR]

The article "Interdisciplinarity, multimodality, and ICT in the design of literary constellations for reading education" presents research on the integration of information and communication technologies (ICT) in education and reading education. It focuses on the design of multimodal constellations to improve the digital and literary competence of teachers in training. The results obtained confirm that the incorporation of multimodal constellations in classrooms improves the teaching and learning of essential competencies in teacher education. The importance of expanding the concept of reading comprehension to different formats and media, such as illustrated books, comics, and screen reading, is highlighted. Additionally, the importance of instructing teachers in transmedia narratives and multimodal reading in literary education is discussed. [Extracted from the article]

This paper presents the results of a study that sought to analyze conditions and challenges in the research training of students of teaching. To this end, a questionnaire was administered to 299 students and interviews were conducted with 8 professors of courses aimed at strengthening research skills. A linear regression model and multilevel model were used to analyze quantitative data, while textual analysis was used for qualitative information. The results show that a system of favorable beliefs and conceptions about research, student profiles upon entry to the university, and curriculum structure all play an important role in developing skills. Also linked to research training are the form of study and the academic level and research performance of professors. [ABSTRACT FROM AUTHOR]

Research competence is essential for basic scientific literacy; if trained from early childhood, it enhances the ability of the learner to elaborate explanations, stemming from inquiry and following theoretical construction. So far, most of the research devoted on teachers' research competence has been focused on theoretical questions. Thus, the objective of this work is to get 208 student teachers to estimate their research competence and to compare it to their actual performance. Students' perceptions were measured using a questionnaire that referred to the skills and abilities included in the research competence. Their real performance was assessed through four specific tasks, which mobilized the four types of thinking required for the development of this competence: comprehensive, critical, creative and metacognitive. The results show that students' beliefs do not generally adjust to their real performance and that therefore they are unaware of their training needs, which is essential for learning to learn. [ABSTRACT FROM AUTHOR]

This paper provides a view on the appropriation of Information and Communication Technologies (ICT's) from the perspective of digital contents. The methodology was aimed at identifying trends in the use of ICT's, through the application of a survey type instrument (Likert), answered by 404 teachers. Practices in the use of ICT's, criteria for choosing content, methodological strategies and training in the use and development of content were consulted. The results show a discursive gap between the importance given to ICT's and the teaching practices. It was identified that the respondents have been using the same tools for the past two decades. Besides, there is little implementation of educational innovation projects in their teaching. Likewise, ICT's are assumed as a support for face-to-face teaching and teachers are more consumers than content producers. These findings contrast with the acceleration of the appropriation of ICT's caused by the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

The article analyzes the use of collaborative digital tools in the training of future teachers in an online university. The importance of digital competence and teacher training in the pedagogical application of digital technologies is highlighted. Tools such as Google Docs and Wakelet are mentioned as the most comprehensive and popular. In addition, the importance of interaction and collaboration in online education is emphasized, as well as the design of motivating and well-structured collaborative activities. It is also mentioned that the use of digital tools in an online educational environment can optimize the time dedicated to activities and promote the development of competencies and skills in future teachers. [Extracted from the article]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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.)

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais 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.)

Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones 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.)

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

Teacher training is, without a doubt, one of the recurring research questions due to its importance for the success of the educational system and its improvement becomes a constant challenge in the educational field. The initial training of music teachers in primary and secondary school presents some very specific characteristics derived from the need to know a specific language and which is treated differently in many European countries. The objective of this study is fundamentally focused on carrying out a comparative analysis, using the content analysis technique, of three research reports on the initial training of primary and secondary music teachers through a series of analysis categories. with the purpose of describing their organization and establishing similarities and differences. Among the main conclusions obtained, we observe that the training pathways for the initial training of primary and secondary teachers have similarities fundamentally in terms of the centers where they are taught and the type of degree obtained after the studies are completed, but they differ in the prerequisites to be able to study them, the years of study and the degree of specialization necessary for qualification as a music teacher at both levels. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar 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.)

The article addresses the ongoing training of the faculty under the conceptual trends and developments found in the literature reviewed. The study aims to discuss chief contributions to professor training at present based on the dimensions and skills proposed for their profile. It also considers the challenges that the context of the 21st century poses to those involved in university teaching or managing teacher development in educational institutions. [ABSTRACT FROM AUTHOR]

This research aims to determine how reflection and didactic mediation contribute to the teacher education processes in natural sciences and environmental education. To this end, it addresses didactic mediation, practice from an experimental approach and reflection in action, highlighting the importance of disciplinary knowledge, experimental practices and reflection as a continuous process that contributes to the improvement of teaching praxis. The methodological approach is based on a case study, in which two teachers are trained in the basic education program with emphasis on teaching natural sciences and environmental education, enrolled in the Didactic Mediation course, offered during an academic period to students of seventh semester, with an intensity of 3 hours weekly, during 16 sessions in total. The above takes place in four moments: 1) the academic characterization of the students; (2) qualification of teachers in training, a process in which didactic mediation and reflection play a fundamental role; (3) the analysis of different film records of pre-service teachers in their role in the classroom; and (4) the recording of information, analysis and conclusions. Finally, it is highlighted the relevance of didactic mediation and reflection as tools that contribute to improving teacher training processes. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar 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.)

Copyright of Revista Telos is the property of Revista Telos 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.)