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Transitioning from trainee to attending surgeon requires learners to become educators. The purpose of this study is to evaluate educational strategies utilized by surgeons, define gaps in preparation for operative teaching, and identify opportunities to support this transition.A web-based, Association of Surgical Education approved survey was distributed to attending surgeons.There were 153 respondents. Narrating actions was the most frequently reported educational model, utilized by 74% of junior faculty [JF] (0-5yrs) and 63% of senior faculty [SF] (6yrs). Other models used included educational time-outs (29% JF, 27% SF), BID teaching model (36% JF, 51% SF), and Zwisch model (13% JF, 25% SF). Compared with 91% JF, 65% SF reported struggling with instruction (p 0.001). Five themes emerged as presenting difficulty during the resident to attending transition: lack of relationships, ongoing learning, systems-based, cognitive load, impression management.Our results represent a needs assessment in the transition from learner to educator in the OR.

Objective This study examined whether the structure of consultations in which physicians were tasked with sharing information corresponded to the chronological stages proposed by an established educational model of clinical communication. Method Seventy six simulated consultations from a postgraduate examination for general medical hospital physicians were transcribed verbatim and converted into diagrams showing consultation structure. All doctor-patient/relative talk was allocated into six phases: Initiating, Gathering information, Summary, Explanation, Planning and Closing, using the ‘communication process skills’ from the Calgary-Cambridge Guide to the Medical Interview. Results The majority of consultations included four or five of the expected phases, with most talk (41–92%) in Explanation and Planning. There was no discernible consistency of structure across the consultations or in consultations from the same scenario. Consultations varied in the presence, sequential order, size, location and reappearance of phases. Conclusions The structure of consultations in this standardised setting bore little resemblance to the chronological order of phases predicted by an educational model. Practice implications Educational guidance and interventions to support patients in preparing for consultations need to take account of doctors’ behaviour in practice. Assumptions about the organisation of medical consultations should be queried in the absence of an evidence base.

Resumen Este artículo analiza las opiniones de estudiantes de la Universidad de Los Lagos, Osorno, Chile, sobre las acciones aplicadas para asegurar la continuidad del proceso formativo durante el año académico 2020, en las dimensiones despliegue tecnológico y experiencia de enseñanza-aprendizaje. Lo anterior, como respuesta a la pandemia, que obligó a las Instituciones de Educación Superior a tomar decisiones emergentes y así obtener una retroalimentación que apoye la implementación de mejoras y la creación de programas permanentes para mantener una formación académica de calidad. La metodología de investigación aplicada fue mixta. Para el componente cuantitativo, se recolectaron datos, mediante la aplicación de un cuestionario en línea a 1.492 estudiantes. Para el componente cualitativo, se realizaron entrevistas semiestructuradas y grupos focales a 25 informantes claves. Los resultados evidenciaron acciones oportunas y dinámicas que permitieron la pronta disponibilidad de la plataforma Moodle, ULAGOS Virtual, para la continuidad del proceso de enseñanza-aprendizaje. Asimismo, reflejaron el despliegue regional para la entrega de dispositivos móviles y kits de conexión a Internet que posibilitaron la conectividad y continuidad de los estudios en línea. De igual forma dejaron a la vista brechas en el acceso a las tecnologías, desafíos relacionados con el estrés del contexto y desigualdades sociales y económicas. Abstract This article analyzes the opinions of students of the Universidad de Los Lagos, Osorno, Chile, on the actions implemented to ensure the continuity of the formative process during the academic year 2020, in the dimensions of technological deployment and teaching-learning experience. The above, as a response to the pandemic, which forced the Higher Education Institutions to make emerging decisions and thus obtain feedback to support the implementation of improvements and the creation of permanent programs to maintain quality academic training. The research methodology applied was mixed. For the quantitative component, data were collected through the application of an online questionnaire to 1,492 students. For the qualitative component, semi-structured interviews and focus groups were conducted with 25 key informants. The results showed timely and dynamic actions that allowed the prompt availability of the Moodle platform, ULAGOS Virtual, for the continuity of the teaching-learning process. They also reflected the regional deployment for the delivery of mobile devices and Internet connection kits that enabled the connectivity and continuity of online studies. They also revealed gaps in access to technologies, challenges related to the stress of the context and social and economic inequalities.

Referring to her own concept of the identity diagnosis through developmental tasks and social conditions of education, as well as to the obtained results of the implemented research project, the author presents the five factor model of education as a thermodynamic system. By applying the positivist standpoint, the usefulness of natural sciences – mostly thermodynamics – is indicated for understanding and explaining educational mechanisms. The described model can be considered as an instrument of scientific cognition – the base for designing comprehensive pedagogical programmes which can raise the effectiveness of schools and school education.

El aprendizaje de los estudiantes en la Educación Superior depende de múltiples factores, entre ellos las dimensiones pedagógica y tecnológica; el presente trabajo muestra un estudio de evaluación para un conjunto de materiales vertidos en una plataforma educativa, con la extracción de aquellos factores que muestran aportación significativa en la forma de aprender en Entornos Virtuales de Aprendizaje (EVA). Mediante una metodología cuantitativa, se realiza un análisis de la condición de una muestra de n=19 Guías de Estudio Independiente (GEI) mediante un instrumento que mide la calidad de los materiales presentados; los resultados del análisis evidencian el estado de eficiencia del modelo educativo con relación a la dimensión pedagógica, los elementos que debe contener, la estructura de materiales y una propuesta para que el instrumento y análisis de la información sean replicados en diversos contextos de la Educación a Distancia (EaD). AbstractKnowledge acquisition in higher education students depends on multiple factors, among them, pedagogical and technological dimensions. This research shows a study of an evaluation performed on a compilation of material provided within an educational platform, with the extraction of factors that demonstrate significant contributions in the manner by which learning is achieved in a virtual learning environment (VLE). By means of a quantitative methodology, an analysis was performed on condition sample n=19 independent study guidelines (ISG) with an instrument which measures the quality of materials presented. The results of the analysis provide evidence of the status of efficiency in the educational model in relation with the pedagogical dimension, the elements should consist of the material’s structure and a proposal so that the instrument and analysis of the information be replicated in different distance educational contexts.

Este trabalho teve por objetivo o levantamento das bases pedagógicas do modelo educativo proposto por João Melchior Bosco, mais conhecido por Dom Bosco, sacerdote católico italiano do século XIX e fundador da Congregação Salesiana. Por meio de revisão de literatura de autores da própria Congregação e de fontes primárias (textos de Dom Bosco e de seus colaboradores), pudemos mapear a evolução dos princípios que sustentam o método educativo analisado e compará-lo ao que se chama hoje de Ciência da Educação, na tentativa de testar a condição de cientificidade do modelo salesiano. Concluímos que a iniciativa educacional de João Bosco não tem, originalmente, os fundamentos científicos da Pedagogia como conhecida hoje, mas foi revista por autores da Congregação Salesiana, com a finalidade de introduzir indicadores e critérios pedagógicos de modo a sistematizar e oficializar seu trabalho dentro dos princípios de uma Pedagogia formal. O que se chama hoje de “Pedagogia Salesiana” é, na verdade, o que os salesianos seguidores de Dom Bosco reconhecem como “Sistema Preventivo”.

Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.

Objective: Self-regulated learning (SRL) is defined as the entirety of emotions, thoughts, and behaviours that individuals display in order to achieve their goals during the developmental period. Problem-based learning (PBL), used in medical education, is an educational model based on complete and sufficient learning. The aim of the study was to determine the perception of students from a medical faculty that applies the PBL education model on their self-regulation abilities. Investigating whether there is a difference in the students’ perception on their self-regulation abilities between the first and third year of PBL education and examining if there is a difference in female and male students regarding their perception on their self-regulation abilities are also among the purposes. Material and Methods: The 453 students participated in the study, 253 from the first-year students and 200 from the third-year students. The “Self-Regulated Learning Skills of Students“ scale was used in the study and the Cronbach’s alpha values were between 0.839-0.942. Results: In the comparison of Self-Regulated Learning Abilities of Students Scale score averages of first-year and third-year students, statistically significant high scores were identified in third-year students compared to first-year students in 4 of the 23 parameters in the scale. Conclusion: Self-regulation of third-year students’ high scores in four parameters can be considered to be related to PBL gains. When the Self-Regulated Learning Abilities of Students Scale score averages were compared according to gender, statistically significant high scores were found in 7 of the 23 parameters in females.

Alrededor del mundo se perciben cambios acelerados en todos los ámbitos que forman la cotidianidad, quienes modulan las nuevas estructuras relacionales entre personas y de éstas con su entorno. Estos cambios germinan de la acelerada transformación tecnológica, de la masificación de los medios de producción y de la globalización económica y social. Sin embargo, el ecosistema educativo parece haber sufrido una parálisis evolutiva, o al menos sus cambios no son percibidos con la misma intensidad que los derivados de los aspectos antes mencionados. Por lo tanto, es necesario dar una lectura aproximada de las nuevas realidades que se despliegan en la educación contemporánea. La presente investigación trata de abordar las ideas principales que se desarrollan en el libro “La educación en su laberinto: análisis y propuestas para una salida”, el mismo que esboza las concepciones del denominado “Nuevo Mundo Educativo”. Estos postulados representan la propuesta para el desarrollo de un modelo educativo que sea adaptable a los diferentes paradigmas educativos, sin llegar a denominarse una nueva teoría educativa. Se analizó la disputa hegemónica de la educación actual, la pedagogía que representa un equilibrio entre las nuevas ignorancias y los nuevos aprendizajes, y el detalle de la reconstrucción de la biografía docente. Accelerated changes are perceived around the world in all the areas that make up daily life, which modulate the new relational structures between people and between people and their environment. These changes germinate from the accelerated technological transformation, from the massification of the means of production and from economic and social globalization. However, the educational ecosystem seems to have suffered an evolutionary paralysis, or at least its changes are not perceived with the same intensity as those derived from the aspects. Therefore, it is necessary to give an approximate reading of the new realities that are unfolding in contemporary education. The present investigation tries to approach the main ideas that are developed in the book “Education in its labyrinth: analysis and proposals for a way out”, the same one that outlines the conceptions of the so-called “New Educational World”. These postulates represent the proposal for the development of an educational model that is adaptable to the different educational paradigms, without being called a new educational theory. The hegemonic dispute of current education, the pedagogy that represents a balance between new ignorance and new learning, and the detail of the reconstruction of the teacher biography were analyzed.

Resumen El liderazgo ha sido estudiado a través de los tiempos por muchos autores, en diferentes escenarios y con distintos enfoques, estudios que permiten concluir que es efectivo en cuanto promueve la participación de las personas, genera confianza en los participantes de los equipos, incrementa la productividad y mejora las relaciones interpersonales. Uno de los escenarios de estudio ha sido el sector educativo, enfocado principalmente en el análisis de los efectos del liderazgo del directivo docente. Precisamente la finalidad de esta investigación es desarrollar un Modelo de Estudio de Liderazgo Educativo Docente que permita el análisis del liderazgo del docente de aula y su efecto en variables escolares. La investigación consta, primero, de una revisión bibliográfica exhaustiva; segundo, del estudio y análisis de propuestas para el modelo; tercero, del estudio exploratorio de viabilidad del modelo; cuarto, de la validación del modelo por parte de expertos; finalmente, el instrumento es sometido a pruebas, en las que participan docentes y estudiantes. Como resultado de la investigación se obtiene el Modelo y su incidencia, conformado por 15 variables, clasificadas de primer nivel y segundo nivel y de efecto o resultado, cada una de ellas definida conceptual y operacionalmente de acuerdo con el contexto educativo; por último, al Modelo se le asocia un instrumento conformado por 82 preguntas que permiten medir cada una de las 15 variables. Abstract Leadership has been studied by many authors through ages, in different settings and from various approaches. These studies have concluded that leadership is effective because it promotes participation, makes teams confident, increases productivity, and improves interpersonal relationships. Education has been one of the studied settings, focusing mainly on the managing teacher's leadership effect. This research aims to develop a Teacher Educational Leadership Study Model to analyze classroom teachers' leadership and its effect on school variables. Ths research passes through the following stages: 1) exhaustive literature review; 2) study and analysis of proposals for the model; 3) an exploratory study of the model's viability; 4) model validation by experts; and 5) instrument testing by teachers and students. As a result, we obtained the model and its impact, composed of 15 variables classified as first- and second-level and effect/outcome variables (teacher's leadership styles). Then, each variable is defined conceptually and operationally according to the educational context. Finally, an instrument formed by 82 items that measure the 15 variables is associated with the model. Resumo A liderança tem sido estudada ao longo do tempo por muitos autores, em diferentes cenários e abordagens. Esses estudos permitem concluir que ela é eficaz na medida em que promove a participação das pessoas, gera confiança nos participantes da equipe, aumenta a produtividade e melhora o relacionamento interpessoal. Um dos cenários de estudo tem sido o educacional, voltado principalmente para a análise dos efeitos da liderança da direção docente. Nesse contexto, o objetivo desta pesquisa é desenvolver um modelo de estudo de liderança educacional de professores que permita a análise da liderança do docente na sala de aula e seu efeito nas variáveis escolares. A pesquisa desenvolve-se nas seguintes etapas: revisão bibliográfica exaustiva; estudo e análise de propostas para o modelo; estudo exploratório de viabilidade do modelo; validação do modelo por especialistas; finalmente, o instrumento associado ao modelo é submetido a testes dos quais participam professores e alunos. Como resultado da pesquisa, há um modelo para o estudo da liderança educacional de professores e sua incidência, composto de 15 variáveis, classificadas como variáveis de primeiro nível e segundo nível, e de efeito ou resultado; cada uma dessas variáveis é definida conceitual e operacionalmente de acordo com o contexto educacional. Por último, o modelo está associado a um instrumento composto de 82 questões, que permitem medir cada uma das 15 variáveis.

Em vista a necessidade de adoção de procedimentos adequados a implantação de um novo modelo educacional buscou-se a elaboração de um mapeamento descritivo do processo de inserção que já vem ocorrendo nas instituições de ensino superior. O processo de inserção modelo educacional emergente se configura por meio de um esquema da Instituição de ensino superior como um organismo composto em três dimensões: (1)Sistema de Aprendizagem; (2)Administração e (3)Infraestrutura. Onde, cada uma das três dimensões (1, 2 e 3) seria vista por três prismas: (A)Agentes; (B)Recursos materiais e (C) Processos e apresentas seus elementos.

BACKGROUND: The low adherence to consumption of Fe tablets in adolescent girls illustrates that the iron supplementation program has not been maximized, so the proportion of anemia in the adolescent group is still high. School-based weekly Fe tablet intervention together with education is effective and ideal in preventing anemia. AIM: This study aims to determine the effect of the PAKEM education model on adherence to Fe tablet consumption. METHODS: This research was quasi-experimental with the randomized pre-test-post-test control group design. The population of this study was 249 young women in Class XI of several high schools, SMAN 12 Makassar and SMAN 1 Makassar, based on the results of the initial survey with low adherence to taking Fe tablets. The research sample was obtained by simple random sampling; 70 respondents were divided into intervention and control groups. Data were analyzed using paired t-test, Wilcoxon test, and Mann–Whitney U-test. RESULTS: There was an increase after the PAKEM educational intervention on knowledge (10.91–17.88), attitudes (56.11–73.60), motivation (38.05–53.49), and actions (0.83–7.34). There was a significant difference between the PAKEM intervention group and the leaflet and audiovisual controls on all study variables with p=0.000 (p

La evidencia científica pone de manifiesto la necesidad de conocer el modo en el que las características socioeconómicas familiares pueden influir en el rendimiento académico del estudiante de secundaria y bachillerato. El objetivo de esta investigación se centra en determinar la posible relación entre la situación laboral y clase social de ambos progenitores con el rendimiento académico del estudiante. Se planteó un diseño correlacional, donde las variables dependientes de estudio fueron el rendimiento académico medio del estudiante en las materias de Lengua Castellana y Literatura y Matemáticas en el curso anterior. Como variables independientes se seleccionaron la situación laboral y clase social de los progenitores. Se contó con 1448 estudiantes, el 50.8% eran mujeres. El 53.3% de los centros educativos fue público y el 51.8% situados en el medio urbano. El 52.8% de los progenitores eran de clase baja. Se observaron diferencias significativas (t1436=4,698;p

Las habilidades socioemocionales son un conjunto de competencias facilitadoras de las relaciones sociales y humanas, además generan comportamientos que son la contraparte de cierto tipo de actitudes que ocasionan problemas de carácter social y emocional. Dicho esto, en el presente trabajo se realizó un diagnóstico en los jóvenes de la preparatoria No. 1 de la Universidad Autónoma de Guerrero, México, con la finalidad de conocer si el desarrollando de dichas habilidades guarda relación con los objetivos planteados por la universidad. Esta investigación se realizó en un contexto escolar y tuvo un corte clínico, considerando los criterios de las habilidades socioemocionales propuestas por el Nuevo Modelo Educativo Integral de la Secretaría de Educación Pública. En cuanto a la metodología esta fue exploratoria, transversal y descriptiva. En conclusión, se considera que un 53% de los jóvenes se encuentran en una tendencia al rango medio y bajo, mientras que solo el 47% se encontró en la tendencia saludable. Esto confirma que la educación socioemocional no se ha implementado adecuadamente y es necesario una intervención pedagógica integral oportuna.

The research analyzes and reflects on the contents of university educational models in order to identify the conceptions that support them, the similarities and differences in doctrinal and pedagogical philosophical approaches that animate the academic life of universities and if they respond to the requirements of virtual education that is applied today in universities across the country. To meet the objective, a documentary technique methodology is used that is based on the review of articles and books that deal with university educational models. Likewise, ten educational models from public universities in Peru were selected. As a qualitative study, categories were formulated for analysis and reflection from a content analysis file. The most important conclusion is that Peruvian public universities adopt educational foundations that revolve around humanism, which is reflected in pedagogical, curricular and didactic conceptions, focused on the development of the cognitive and attitudinal capacities of the student as protagonist and valid interlocutor in didactic communication in the classroom. However, due to the accelerated change from face-to-face to virtual education modality, it is urgent to adapt the educational models of the universities to the new educational context. Keywords: Educational model; virtual university education. La investigación analiza y reflexiona sobre los contenidos de los modelos educativos universitarios con el propósito de identificar las concepciones que los fundamentan, las semejanzas y diferencias en planteamientos filosóficos doctrinarios y pedagógicos que animan la vida académica de las universidades y si éstos responden a los requerimientos de la educación virtual que se aplica hoy en día en las universidades de todo el país. Para cumplir con el objetivo se utiliza una metodología de técnica documental que se sustenta en la revisión de artículos y libros que tratan sobre modelos educativos universitarios. Se seleccionaron, así mismo, diez modelos educativos de universidades públicas del Perú. Como estudio cualitativo se formularon categorías para realizar el análisis y la reflexión desde una ficha de análisis de contenidos. La conclusión más importante es que las universidades públicas peruanas adoptan fundamentos educativos que giran en torno al humanismo, el cual se refleja en concepciones pedagógicas, curriculares y didácticas, centradas en el desarrollo de las capacidades cognitivas y actitudinales del estudiante como protagonista e interlocutor válido en la comunicación didáctica en el aula. Sin embargo, por el cambio acelerado de modalidad de educación presencial a virtual, resulta urgente adecuar los modelos educativos de las universidades al nuevo contexto educativo. Palabras clave: Modelo educativo; educación virtual universitaria.

In a world that changes very fast, it is necessary that educational models evolve at the same speed and that teachers are increasingly prepared and open to deal with current problems. Tecnologico de Monterrey has implemented the Tec21 Educational Model based on four fundamental pillars: (a) Challenge-Based Learning (CBL); (b) flexibility; (c) trained, inspiring teachers, and (d) memorable, integrated educational experiences. The purpose of this study was to evaluate the results of the implementation of CBL experiences in two engineering areas within the campus, namely, Mechatronics and Biotechnology. In this article, we first present how a group of teachers adopted CBL as a teaching technique, and second, we describe the implementation of flexible education with external training partners using CBL in “FIT” (Flexible Technology, Interactive) courses. We also analyze various ways to assess the impact of digital technology tools like CANVAS, REMIND, ZOOM, and eLUMEN on competencies. The results of this research indicated that students acquire more knowledge in CBL classes; however, the teachers require an adequate training program and must have previously designed proficiency assessment instruments. The testing of various evaluation instruments found that checklists and evaluation rubrics were the most suitable, objective, and transparent in CBL classes, according to the surveys of teachers and students.

espanolEl presente articulo expresa algunas ideas en torno a la formacion de educadores. Su proposito fundamental es invitar a la reflexion acerca de la funcion del profesorado en la formacion humana integral de los estudiantes. Se necesitan buenos educadores para formar buenos profesores, con el fin de crear un nuevo modelo educativo frente al paradigma actual que ha caducado, y para ello la formacion de educadores cumple una mision esencial en la mejora de la calidad educativa para la transformacion de la sociedad en la que se vivan valores humanos que dignifiquen a las personas, teniendo en el horizonte la busqueda del bien comun. Estas reflexiones llevan a la conclusion de que la educacion solo puede mejorarse mediante la formacion de brillantes educadores cuyo perfil este vinculado con algunos requisitos esenciales que le permitan ayudar a crecer a otros seres humanos en lo cognitivo, humano y emocional. La funcion directiva del liderazgo escolar cumple una importante tarea en la gestion de los procesos de mejora en la calidad educativa, de la cual la formacion de educadores es pieza clave. Las conclusiones del presente articulo conducen a considerar que solo por medio de la educacion sera posible la construccion de una nueva sociedad, y para ello es indispensable la formacion de buenos educadores. EnglishThis article expresses a series of ideas about the training of educators. Its fundamental purpose is to invite reflection on the role of teachers in the integral human training of students. Good educators are needed to train good teachers, in order to create a new educational model in the face of the current paradigm that has expired. For this purpose the training of educators fulfills an essential mission in the improvement of educational quality for the transformation of a society that supports human values that dignify people, with the search for the common good on the horizon. These reflections lead to the conclusion that education can only be improved by training brilliant educators whose profile is linked to some essential requirements that allow them to help other human beings grow cognitively, humanly and emotionally. School leadership fulfils an important function in the management of the processes of improvement in educational quality, of which the training of educators is a key part. The conclusions of this article lead us to consider that only through education will the construction of a new society be possible, and for this the training of good educators is essential.

La educación religiosa de los antiguos israelitas dependía en gran manera de las así llamadas escuelas de los profetas, cuyo establecimiento era considerado de origen divino. Estas escuelas poseían un modelo educativo caracterizado principalmente por el trato docente-alumno, el papel de la espiritualidad en la educación, la inculcación de una ética personal y el uso del trabajo manual por parte de los alumnos. En este contexto, el objetivo de este estudio es mostrar cómo el modelo pedagógico y la filosofía educativa de las escuelas de los profetas han impactado el modelo de la educación ministerial adventista. Se prestará especial atención a los escritos y rol de Ellen White, así como a otros propulsores del sistema educativo adventista. Las conclusiones sintetizarán la manera en que las escuelas de los profetas han influido en el modelo de educación ministerial adventista y los puntos en común entre ambos sistemas pedagógicos.

The purpose of this study was to design a technology-based extra-curricular program in order to improve creativity and convergence of university students. To this end, we first analyzed a literature review concerning an extra-curricular program that dealt with creativity and convergence competence. Through these analyses, we selected the DMM model, design thinking as instructional models, and the jigsaw and process-folio were selected as instructional strategies. Second, based on previous studies, we developed first draft both of an edcation model and an extra-curricular program. Moreover, a group of three experts was formed to examine the validity of the educational model and the draft of the program. Third, the final blueprint of the program was derived by reflecting upon the results of the expert’s review. Fourth, the program designed in this study was operated for 32 students of A University located in Seoul, and the changes in creativity, convergence, and entrepreneurship competence of the participating students were measured to analyze the effectiveness. The program used in this study, can be expressed as one that moves from individual creativity to team creativity. Furthermore, it consists of three stages. The first stage is the ‘Learning by Experiencing’ program that allows the students to express creativity while utilizing technology. The second stage is the ‘Learning by Doing’ program, wherein students learn the mindset and methodology of design thinking. The third stage is the ‘Learning by Making’ program, which allows students to express team creativity with their peers from various other majors, with the aim of creating convergent values. As a result of measuring the pre-post changes of the students' creativity, convergence, and entrepreneurship competence by applying the third stage of the program, We confirmed that all of students experienced a statically significant increase in their creative, convergent and entrepreneurship competency.

This article considers the possibilities of realization of the 4Cs educational model in training future foreign language teachers. This study focuses on four skills: creativity, critical thinking, communication and collaboration, which are part of the 21st century skills. It provides detailed explanations of the principles of these skills and describes the strategies, techniques and challenges of their integration into English foreign language (EFL) teaching and learning in foreign contexts through reviewing the recent research. To meet the challenges, EFL classrooms should not merely focus on students’ language skills development but also integrate the 4Cs into the learning process. In higher education teachers need to make the necessary changes in the process of teaching, to focus on the content of education and the educational process. Training of future foreign language teachers heads to take into account the transition to the updated educational program in schools of Kazakhstan. Ways of importing 21st century skills: integrating 4Cs skills, the steps to develop future foreign language teachers who are quick-witted, digitally competent, creative, able to think critically and adapt quickly to the environment are discussed. The problem of practice addressed in this article is the lack of 4Cs skills among students currently at university and the lack of opportunities students have to develop these qualities.

espanolLa educacion de genero y diversidad sexual en el sistema educativo espanol es un asunto controvertido y politizado, que tiene lugar solo en determinadas comunidades autonomas a traves del desarrollo de leyes autonomicas. En este articulo se trata de dilucidar si la educacion en dicha materia constituye una obligacion constitucional y no una imposicion ideologica o adoctrinamiento por parte de los poderes publicos. En primer lugar, se realiza un analisis del principio de autodeterminacion extendido a la identidad de genero y la orientacion sexual. Secundariamente, se estudia el alcance de la vertiente prestacional del derecho a la educacion y su finalidad en contraposicion a la libertad de ensenanza. Concretamente, se analizan los resultados de dicha interaccion, el principio de neutralidad del Estado en la actividad educativa y la extension de la objecion de conciencia de los padres. Asimismo, se establece la analogia con la obligatoriedad de la asignatura de Educacion para la ciudadania a traves de la proposicion de un modelo educativo nacional en materia de identidad de genero y orientacion sexual basado en las leyes autonomicas existentes. Finalmente, se concluye que la educacion de genero y diversidad sexual constituye una obligacion constitucional que implica una modificacion de la programacion general de la ensenanza. EnglishThe education on gender and sexual orientation within the Spanish educational system is a controverted and politicized issue, and is only implemented in certain Autonomous Regions through the development of regional laws. This paper focuses on determining whether education on gender and sexual orientation is a constitutional obligation or an ideological imposition and an indoctrination by the State. Firstly, it provides an analysis of the principle of self-determination in terms of gender identity and sexual orientation. Secondly, it deals with the extension of the State’s educational obligation and its constitutional purpose as opposed to the freedom of education. Specifically, it analyses the principle of the State’s neutrality in its educational activity and the scope of parents’ right to conscientious objection with relation to the referred interaction. Likewise, it establishes an analogy between a proposed educational model on gender identity and sexual orientation based on the regional approaches, and the compulsory subject of Education for Citizenship. Closing remarks demonstrate the constitutional obligation of the education on gender and sexual orientation, thus implying a reform of the general educational program.

Se describe la experiencia realizada por la Licenciatura en Pedagogía Gerontológica de la Universidad Autónoma de Tlaxcala, para el diseño de un modelo educativo para la atención a personas mayores y la creación de la Universidad para/con Personas Mayores. Se identifican las características de los programas que las universidades mexicanas ofrecen a las personas mayores y sirven de base para el diseño e implementación del campo formativo de intervención-acción.Se presenta la propuesta educativa que articula los modelos de envejecimiento exitoso y educación para toda la vida, articulados por las categorías de “autonomía”, “capacidad de agencia” y “relación dialógica”. Se basa en la idea de que, si la educación avanza, la vejez retrocede, porque incide en un cambio que deja atrás la cultura de la vejez centrada en la pérdida, por una que tiene como eje el desarrollo de capacidades para construir proyectos de vejez que merecen ser vividos.

يهدف البحث إلي تنمية مستوي التحصيل المعرفي للطالبات من خلال البرنامج التعليمي المقترح، واکساب الطالبات المهارات التطبيقية الخاصة برسم باترون الکم والمتضمنة في البرنامج.إستخدمت الباحثة المنهج التجريبي وطبق نموذج عبد اللطيف الجزار التعليمي وفق إجراءاته المنهجية في تصميم البرنامج التعليمي متعدد الوسائط، وتم إعداد الأهداف السلوکية والإجرائية والاختبار التحصيلي للجانب المعرفي للبرنامج ثم إعداد بطاقة ملاحظة للأداء المهاري ثم إعداد وتصميم سيناريو البرنامج ثم إجراء تجربة إستطلاعية ثم الأساسية ثم إجراء الاختبار التحصيلي قبليا علي المجموعتين (الضابطة والتجريبية) ثم التدريس للمجموعة الضابطة وتتمثل في (15) طالبة بطريقة البيان العملي والتدريس للمجموعة التجريبية وتتمثل في (15) طالبة باستخدام البرنامج التعليمي واستخدام بطاقة الملاحظة لقياس الأداء المهاري للمجموعتين ثم تطبيق الاختبار التحصيلي بعديا للمجموعتين ثم حساب درجات الکسب في تحصيل الطالبات للجانب المعرفي والمهاري وإجراء المعالجة الإحصائية بإستخدام برنامج(spss.v.25).وجاءت نتائج البحث بوجود فرق دال إحصائيا بين متوسطى درجات طالبات المجموعة التجريبية فى التطبيق القبلى والبعدى للاختبار التحصيلى لصالح التطبيق البعدى، وجود فرق دال إحصائيا بين متوسطي درجات طالبات المجموعتين الضابطة والتجريبية في التطبيق البعدي للاختبار التحصيلي لصالح المجموعة التجريبية، وجود فرق دال إحصائيا بين متوسطي درجات طالبات المجموعتين الضابطة والتجريبية في التطبيق البعدي لبطاقة الملاحظة لصالح المجموعة التجريبية. The research aims to develop the level of knowledge achievement of female students through the proposed educational program, providing students with the applied skills of sleeve pattern drawing that are included in the program. The researcher used the experimental method and applied the Abdul Latif Al-Jazzar educational model according to his methodological procedures in designing the multimedia educational program. The behavioral, procedural goals and the achievement test were prepared for the knowledge side of the program, then preparing a note card for skill performance, then preparing and designing the program scenario, then conducting an exploratory and basic experience, then conducting the achievement test before the two groups (control and experimental), then teaching to the control group, which is represented in (15) students using the statement method Practical and teaching for the experimental group, represented in (15) students Using the educational program and using the note card to measure the skill performance of the two groups, then applying the achievement test dimension to the two groups, then calculating the degrees of gain in the students achievement of the knowledge and skill aspect and conducting the statistical treatment using the program (spss.v.25). The results of the research came with the presence of a statistically significant difference at the significance between the mean scores of female students of the experimental group in the pre and post application of the achievement test in favor of the post application, and there is a statistically significant difference at the significance between the mean scores of students of the control and experimental groups in the post-application of the achievement test in favor of the experimental group, and there is a statistically significant difference at the significance between the mean scores of female students of the control and experimental groups in the post-application of the observation card in favor of the experimental group.

يهدف البحث إلي تنمية مستوي التحصيل المعرفي للطالبات واکسابهن المهارات التطبيقية الخاصة برسم باترون الجونلة والمتضمنة في البرنامج.إستخدمت الباحثة المنهج التجريبي وطبق نموذج عبد اللطيف الجزار التعليمي وفق إجراءاته المنهجية في تصميم البرنامج التعليمي متعدد الوسائط. تم إعداد الأهداف السلوکية والاجرائية والاختبار التحصيلي للجانب المعرفي للبرنامج ثم إعداد بطاقة ملاحظة للأداء المهاري ثم إعداد وتصميم سيناريو البرنامج ثم إجراء تجربة إستطلاعية ثم الأساسية ثم إجراء الاختبار التحصيلي قبليا علي المجموعتين (الضابطة والتجريبية) ثم التدريس للمجموعة الضابطة وتتمثل في (15) طالبة بطريقة البيان العملي والتدريس للمجموعة التجريبية وتتمثل في (15) طالبة باستخدام البرنامج التعليمي واستخدام بطاقة الملاحظة لقياس الأداء المهاري للمجموعتين ثم تطبيق الاختبار التحصيلي بعديا للمجموعتين ثم حساب درجات الکسب في تحصيل الطالبات للجانب المعرفي والمهاري وإجراء المعالجة الإحصائية بإستخدام برنامج(spss.v.25).وجاءت نتائج البحث بوجود فرق دال إحصائيا بين متوسطى درجات طالبات المجموعة التجريبية فى التطبيق القبلى والبعدى للاختبار التحصيلى لصالح التطبيق البعدى، وجود فرق دال إحصائيا بين متوسطي درجات طالبات المجموعتين الضابطة والتجريبية في التطبيق البعدي للاختبار التحصيلي لصالح المجموعة التجريبية، وجود فرق دال إحصائيا بين متوسطي درجات طالبات المجموعتين الضابطة والتجريبية في التطبيق البعدي لبطاقة الملاحظة لصالح المجموعة التجريبية. The research aims to develop the level of knowledge achievement of female students through the proposed educational program, providing students with the applied skills of skirt pattern drawing that are included in the program.The researcher used the experimental method and applied the Abdul Latif Al-Jazzar educational model according to his methodological procedures in designing the multimedia educational program. The behavioral, procedural goals and the achievement test were prepared for the knowledge side of the program, then preparing a note card for skill performance, then preparing and designing the program scenario, then conducting an exploratory and basic experience, then conducting the achievement test before the two groups (control and experimental), then teaching to the control group, which is represented in (15) students using the statement method Practical and teaching for the experimental group, represented in (15) students Using the educational program and using the note card to measure the skill performance of the two groups, then applying the achievement test dimension to the two groups, then calculating the degrees of gain in the students achievement of the knowledge and skill aspect and conducting the statistical treatment using the program (spss.v.25). The results of the research came with the presence of a statistically significant difference at the significance between the mean scores of female students of the experimental group in the pre and post application of the achievement test in favor of the post application, and there is a statistically significant difference at the significance between the mean scores of students of the control and experimental groups in the post-application of the achievement test in favor of the experimental group, and there is a statistically significant difference at the significance between the mean scores of female students of the control and experimental groups in the post-application of the observation card in favor of the experimental group.

Objective This project developed an innovative methodology for visualising consultation structure by categorising doctor-patient talk into the phases proposed by an established educational model of clinical communication. Method Consultation phases were identified from verbatim transcripts using the tasks and process skills of the Calgary-Cambridge Guide to the Medical Interview. Seventy-eight simulated consultations from a ‘History-taking’ station of a postgraduate examination for physicians were analysed by two independent raters. Transcripts were converted into diagrams comprising up to six phases: Initiating, Gathering information, Summary, Explanation, Planning and Closing. Results The dominant phases were Gathering information, Planning and Explanation (66 %, 10 % and 12 % of talk respectively). While consultations broadly followed the expected chronological sequence, less than a third (23/78) contained all six phases, with Closing and Summary most frequently absent. Half of consultations (40/78) did not include phases in the predicted order, with intertwined phases commonly observed. Conclusions In this standardised setting, doctors created variable consultation structures, typically omitting phases involving consolidation and agreement of plans going forward. Practice implications The method enables visualisation and comparison of consultation structure. The findings pose questions about the alignment of practice with educational guidance and the opportunities afforded to patients to actively engage in consultations.

La transición a la educación en línea en tiempos del coronavirus ha implicado no sólo el desarrollo de nuevas habilidades y actitudes sino la explosión de la creatividad de infinidad de profesores. De pronto, los maestros nos convertimos en aprendices de magos, y tuvimos que adaptarnos e innovar. Particularmente tuvimos que aprender a descubrir nuevas posibilidades que nos permitiesen cocrear con nuestros estudiantes un rico ecosistema de experiencias de enseñanza-aprendizaje durante la covidianidad. En consecuencia, el objetivo del presente artículo es compartir la experiencia de aprendizaje de la gestión del modelo educativo en línea que hemos bautizado como Conectados +. Por supuesto, se exponen, con el permiso de mis estudiantes, algunas estrategias, dinámicas y actividades de interacción, cocreación y evaluación como la aplicación de un examen en díadas, en la nube y en red, sustentado en la teoría del conectivismo; así como la apropiación y articulación de un conjunto de plataformas (Zoom, Google Drive, Twitter y YouTube) y recursos tecnológicos (Jamboard, Kahoot!, Poll Everywhere y Pinpoint) que conforman el ecosistema de experiencias de enseñanza-aprendizaje de Conectados +.

espanolSe presenta un novedoso modelo educativo que retoma cuestiones educativas historicas y da un paso adelante. Propone evolucionar desde la propuesta actual de una educacion centrada en la adquisicion de competencias por parte del alumno a una educacion centrada en la mejora de las relaciones interpersonales a traves de la adquisicion de competencias. Con este cambio, busca hacer presente la finalidad de la educacion en todo el proceso educativo: la mejora de la sociedad. Se asume que si la adquisicion de la competencia es una oportunidad para mejorar las relaciones del educador con el educando (y todas las otras relaciones implicadas), entonces, el ejercicio profesional de las competencias servira para mejorar esta sociedad. En dicho proceso, educador y educando crecen ambos gracias a la interaccion que transforma el mundo en el que vivimos. El modelo parametriza el crecimiento personal en el autoconocimiento y la mejora de las relaciones, pues asume como objetivos educativos: la acogida de la realidad personal y el desarrollo de la autoria desde la interioridad. El autoconocimiento siempre parte de la realidad emocional y la toma de decisiones se centra en la mejora de las relaciones al asumir una antropologia profundamente relacional del ser humano EnglishA novel educational model is presented that takes up historical educational issues and takes a step forward. It proposes to evolve from the current proposal of an education focused on the acquisition of competences by the student to an education focused on improving interpersonal relationships through the acquisition of competences. With this change, it seeks to make present the purpose of education in the entire educational process: the improvement of society. It is assumed that if the acquisition of competence is an opportunity to improve the relations of the educator with the learner (and all the other relationships involved), then the professional exercise of the competences will serve to improve this society. In this process, educator and learner both grow thanks to the interaction that transforms the world in which we live. The model parameterizes personal growth in self-knowledge and the improvement of relationships, since it assumes as educational objectives: the acceptance of personal reality and the development of authorship from within. Self-knowledge always starts from emotional reality and decision-making focuses on improving relationships by assuming a deeply relational anthropology of the human being.

O presente artigo apresenta a concepção, avanços, desafios e tensões que emergem da proposição de um modelo educativo-pedagógico para a agroecologia. Para tanto, apresentamos duas experiências educativas de microcontextos do México e do Brasil, articuladas por movimentos indígenas e camponeses: a Escola de Agricultura Ecológica U YITS KA´AN, em Maní, Yucatán, México, e a Escola de Ensino Médio do Campo João dos Santos de Oliveira, uma escola do campo situada no Assentamento 25 de Maio, em Madalena, Ceará, Brasil. Apontamos a diversidade, complexidade e combinações que perpassam as estratégias dos sujeitos na reivindicação da agroecologia no processo educativo e formativo de ambas as escolas, e suas interfaces na disputa de um modelo educativo atrelado ao contexto sócio-histórico da luta indígena e camponesa dos dois países.

Maternal Mortality Rate (MMR) and Infant Mortality Rate (IMR) in Indonesia are higher than the other Southeast Asia countries. To solve these problems, the utilization of an appropriate educational model for postnatal women is required with involving the family as social support. This study aimed to analyze the effect of the implementation of the FCMC model on postpartum mothers' attitude in the puerperium care in the Public Health Center of Gambirsari Surakarta. The length of this study was approximately one year from January to Desember 2020. Wilcoxon test was used as the data was not normally distributed (p-value 0,000). There is an effect in the implementation of FCMC model on postpartum mother's attitude in postpartum perineal care. There is an effect in the implementation of FCMC model on postpartum mother's attitude in postpartum homecare.

La contingencia sanitaria, ha acelerado los procesos educativos del modelo 2030 de la Universidad de Sonora. La educación superior en el país de alguna manera se ha quedado rezagado, haciendo esfuerzos como la Universidad de Sonora, para ir a la vanguardia, pero no han sido suficientes debido a varios factores. En el presente año se aprobó el modelo educativo de la institución, el modelo 2030, adquiriendo el compromiso de renovarlo en base al desarrollo de competencias de los estudiantes plasmado en el mismo. El reto es convencer a la planta docente de la importancia de este nuevo modelo El trabajo versó sobre el Departamento de Contabilidad y el Programa de Contaduría Pública por ser uno de los fundadores de la Universidad. El trabajo tiene como objetivo general conocer la actitud del docente ante el reto que plantea el modelo educativo 2030 de la Universidad de Sonora, en cuanto a nuevas estrategias de trabajo y uso de educación a distancia, se diseñó un cuestionario estructurado, aplicado a una muestra del personal docente adscrito al programa de Contaduría Pública; se encontró en los resultados un conocimiento general de aceptación y actitud positiva ante el reto que impone el nuevo modelo, a pesar del alto promedio de edad y su estatus laboral. Concluyendo que el maestro tiene actitud positiva, con buen grado académicos, con alto promedio de edad, capacitado, pero insuficiente en relación a la nueva era de la tecnología, educación a distancia y modelo educativo, sugiriendo un plan de capacitación en la materia.

Today, a systemic-holistic educational model is continuously being worked on, which is constantly evolving. In this way, the present study had to understand how Learning and Knowledge Technologies (LKT) contributed to the preparation of high school students in the context of distance education throughout confinement for COVID-19. Used a qualitative approach was following the Constructivist Grounded Theory design. The results highlighted that the TAC favored the students experience in different ways; firstly, because the pedagogical strategies had a more significant impact on the teaching process since various situations were promoted, directing high schoolers to play an active role; second, technological resources allowed easy management of learning through different electronic-digital devices; finally, the use of technologies promoted the development of digital skills through constant interaction with applications, as well as with platforms used for formation purposes. Similarly, some research investigations related to the use of technology for educational environments entered the discussion. Among the main conclusions, the importance of maintaining sensitivity towards adolescents in their performance and acquisition of technological skills is underlined, especially when they are not familiar with knowledge management through these means. However, they were born in a digital or artificial intelligence era, the skills possessed by many of them have not reached an academic level., Hoy en día, se trabaja continuamente con un modelo educativo de tipo sistémico-holístico, el cual se encuentra evolucionando constantemente. De este modo, el presente estudio tuvo como objetivo comprender la forma en que las Tecnologías del Aprendizaje y el Conocimiento (TAC) aportaron en la preparación de los jóvenes de bachillerato en el contexto de una educación a distancia a lo largo del periodo de confinamiento del COVID-19. Se apeló al enfoque cualitativo, siguiendo el diseño de Teoría Fundamentada constructivista. Los resultados destacaron que las TAC favorecieron la experiencia de los alumnos de distintas maneras; primeramente, porque las estrategias pedagógicas tuvieron un mayor impacto en el proceso de enseñanza, puesto que se promovieron diversas situaciones encaminando a los bachilleres a desempeñar un papel activo; en segundo lugar, los recursos tecnológicos permitieron administrar con facilidad el aprendizaje por medio de diferentes dispositivos electrónico-digitales; finalmente, el uso de las tecnologías promovió el desarrollo de competencias digitales mediante una interacción constante con aplicaciones, así como con plataformas utilizadas para fines formativos. Asimismo, entraron a discusión algunos trabajos de investigación recientes relacionados con el empleo de la tecnología con propósitos educativos. Entre las principales conclusiones, se subrayó la importancia de mantener una sensibilidad hacia los adolescentes en su desempeño y adquisición de habilidades tecnológicas, especialmente cuando no están familiarizados con la gestión del conocimiento a través de dichos medios; si bien, han nacido en una era digital o de inteligencia artificial, las destrezas poseídas por muchos de ellos no han alcanzado un nivel de tipo académico.

Virtual Learning Environment (VLE) is rapidly becoming an important educational model for teaching and learning purposes. This study aims to explore the factors that influence the use and acceptance of VLE among Malaysian accounting teachers in teaching the accounting subject. This study adapts the Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA) to improve the understanding of factors that influence the usage of VLE. The study is descriptive in nature and was conducted using a quantitative approach.Researchrespondentswho participated in this studyconsist of 156accounting teachers from urban and ruralMalaysiangovernment schools. Data were analyzed using the descriptive analysis to measure mean, percentages, frequency and standard deviations. Descriptive statistical analysis indicated that accounting teachers have positive perceptions and highly motivated towards using VLE tools in teaching and learning accounting.However, the frequency of using Frog VLE among teachers is still at a low level. Furthermore, the result shows thatcomplete infrastructure facilities and teachers’ interests have a significant effect on the use and acceptance of Frog VLE. It is concluded that teachers are able to conduct flexible teaching and learning using Frog VLE application if resources are available, appropriate technology and continuous supports are providedby all parties responsible for the integration of ICT in teaching and learning accounting. More importantly, teachers need to be given ongoing training and motivation to promote and improve their skills to use the latest technology toencourage effective educational processes.

espanolEn esta presente investigacion hablaremos acerca de los limitantes de la educacion inclusiva y su incorporacion en la formacion de profesionales de la educacion superior, tocaremos este tema importante de manera profunda con distintos puntos como, definiendo que es la discapacidad del aprendizaje, formacion profesional, sistemas educativos y que es la educacion inclusiva para asi tener una panorama mas claro y entendible de este tema. Tambien podemos acotar que nos fundamentamos hacia un modelo de aprendizaje eficaz e inclusivo donde no haya ningun prejuicio y la formacion de profesionales sea una experiencia, basandose en no tener tabus acerca de las personas que tienen una discapacidad o una situacion en si y ensenar a todos los que nos rodean a ser inclusivos y ayudarlos a tener una mejor experiencia en la educacion superior. El objetivo de nuestra investigacion es analizar el procedimiento de la fortaleza de los aprendizajes basicos e impulsar la contribucion, entre los estudiantes, directivos y profesores perfeccionando la disciplina y eficiencia de un modelo educativo, para examinar con detalles este tema se ha hecho un analisis de todo lo investigado. Nuestra investigacion uso un enfoque cuantitativo mediante encuestas que fueron realizadas a un grupo de 15 estudiantes universitarios. Los resultados de las encuestas fueron amplios y nos acotaron informaciones importantes acerca de este tema, con esta encuesta pudimos analizar mediante las respuestas de cada estudiante las mayores limitantes de la educacion superior inclusiva, ademas saber si conocen acerca de este tema y que opinan de el, ya que se discute y analiza desde tiempo atras. EnglishIn this research we will talk about the limitations of inclusive education and its incorporation in the training of professionals in higher education, we will touch this important topic in depth with different points such as, defining what is learning disability, professional training, educational systems and what is inclusive education in order to have a clearer and more understandable picture of this topic. We can also say that we are based on a model of effective and inclusive learning where there is no prejudice and the training of professionals is an experience, based on not having taboos about people who have a disability or a situation itself and teach everyone around us to be inclusive and help them to have a better experience in higher education. The objective of our research is to analyze the procedure of basic learning strength and boost the contribution, among students, managers and teachers to improve the discipline and efficiency of an educational model, in order to examine in detail this topic we have made an analysis of all researched. Our research used a quantitative approach by means of surveys that were conducted to a group of 15 university students. The results of the surveys were extensive and gave us important information about this topic, with this survey we were able to analyze through the answers of each student the major limitations of inclusive higher education, also to know if they know about this topic and what they think about it, since it has been discussed and analyzed for a long time.

En la actualidad la educación médica está pasando por un momento de crisis dado que se requiere de una implementación de estrategias pedagógicas basadas en modelos educativos constructivistas, que deje a un lado parte del modelo educativo tradicional. Actualmente se requiere de nuevos cambios al modelo pedagógico en la especialidad de otorrinolaringología para la formación de los médicos residentes de primera y segunda especialidad, debido al estado de pandemia global. Apoyarse en las tecnologías de la información y la comunicación aplicadas a la educación médicamerece tener más relevancia en los programas formativos; asi mismo, es importante una mirada educativa donde la alteridad (nos-otros) tome relevancia con un papel activo entre el cuerpo docente y el estudiantado, sin dejar a un lado la participación de los centros de formación académica mediante un trabajo en conjunto. Este, es elnuevo horizonte educativo de los programas de posgrados médico-quirúrgicos.

espanolNos proponemos abrir el debate, para decantar algunas de las inquietudes que introduce la pandemia covid19 en el mundo de la vida (lebenstwelth) y la posibilidad de la emergencia de la pedagogia transmoderna. Contextualmente se aborda el Modelo Educativo Digital Transmoderno (MEDIT) de la Universidad de Cundinamarca, el impacto de la pandemia sobre el darwinismo social y la etica ecologica como escenario del giro biocentrico. En ese sentido, epistemologica y metodologicamente nos apoyamos en la investigacion Pluriversa (Grosfoguel, 2008), asi como el estado del arte fundamentado desde las pedagogias del sur. Se concluye, que es necesario redefinir los linderos del mundo de la vida e insertar los cambios estructurales que propone la pedagogia transmoderna. EnglishWe propose to open the debate, to raise some of the concerns that the covid19 pandemic introduces in the world of life (lebenstwelth) and the possibility of the emergence of transmodern pedagogy. Contextually, the Transmodern Digital Educational Model (MEDIT) of the University of Cundinamarca, the impact of the pandemic on social Darwinism and ecological ethics as the scene of the biocentric turn is addressed. In this sense, epistemologically and methodologically, we rely on Pluriversa research (Grosfoguel, 2008), as well as the state of the art based on southern pedagogies. It is concluded that it is necessary to redefine the boundaries of the world of life and insert the structural changes proposed by transmodern pedagogy.

En México, el modelo de competencias no ha logrado concretar un proceso de enseñanza y aprendizaje que se acerque a la visión del ciudadano que reclama el espectro deseable del desarrollo social sostenible. Se realizó un análisis reflexivo mediante una revisión documental de diferentes investigaciones para detectar las principales razones por las que no se ha logrado este propósito. Las reflexiones se centraron en el enfoque socioformativo como una opción viable, con fundamento pedagógico, actualizada a las demandas del siglo XXI y con visión de futuro para implementarse como enfoque educativo innovador para la concreción de la educación por competencias en instituciones educativas para favorecer el desarrollo humano y social. La conclusión de este estudio es que el enfoque socioformativo mediante proyectos de formación y trabajo colaborativo tiene la metodología para impactar en el desarrollo de las competencias de los estudiantes.

Online risks and harms, including cyber-bullying, trolling, revenge porn and digital harassment, are an everyday reality in many young people’s lives. Educators are increasingly being called upon t...

Efforts to improve the quality of education in essence not only lead to the results of education, but also on the process of implementation of education, the process here including the applied curriculum model. With regard to the application of curriculum, full day school system is one form of educational model that is considered to improve the quality of education. In this study, we want to find out whether the full day School system can improve the quality of education, the factors that can be the obstacles and supporters of the implementation, and how far the full day school system can improve the quality of education. Research that the authors do is included in the study with a qualitative approach. By data collecting method writer use observation method, interview, questionnaire and documentation . Keywords: Full day school, Quality Education

Coronavirus disease 2019 (COVID 19) has adversely affected millions of people across the globe. Though, it is too early to predict the economic consequences of the pandemic. Within seven months of ...

This study investigates the adolescents’ perceptions toward Instagram as a social network site via their mind maps and tries to understand this social phenomenon that affect them by its use motives and features. It also offers a general profile of social network site use among adolescents. Data were collected from 540 adolescents majoring in high schools of Turkey. The participants created their mind maps on Instagram in the visual arts course. Qualitative data were resolved using thematic analysis. Results highlighted the popularity of Instagram among adolescents. According to their mental images on Instagram, we found four categories: “communication and interaction,” “knowledge acquisition,” “entertainment and sharing,” and “negative effects of Instagram.” In addition to their positive perceptions toward Instagram, the majority of adolescents focused on the negative effects such as addiction, mood disorders, narcissistic acts, and ethics violations. Based on the findings, we also suggested a theoretical model for educational use of Instagram and directions for future research.

Reflective practice is essential for the ongoing maturation of clinicians and requires regular self-evaluation in association with ongoing mentoring and feedback. Currently, most resident physicians do not have access to educational experiences that fulfill these needs. We present a novel model for structured one-on-one longitudinal coaching using the principles of deliberate practice to improve diagnostic skills. This is an easily implementable educational model that can be replicated in residencies across the country to improve clinical reasoning. Skills learned through this program have the potential not only to bolster the academic approach to patients but to also directly improve the clinical assessment and care of patients under the trainee’s care.

The Daegu Metropolitan Office of Education (DMOE) is introducing and implementing the International Baccalaureate (IB) program in public education in order to foster future global talents with creativity and critical thinking skills in preparation for the 4th Industrial Revolution society, to develop the efforts with teachers to improve class instruction, integrating a consistent ‘Curriculum-Teaching & Learning-Assessment-Records’ system into classes, and to bridge the regional educational gap by providing priority support for schools in areas with difficult educational conditions. In particular, in order to implement the Diploma Programme without language barriers, DMOE and the IB has singed a Memorandum of Cooperation (MOC) and the Dual Language (English & Korean) Diploma Programme (DLDP) is being introduced. Currently, there are 9 IB candidate schools and 6 IB interested schools, a total of 15 schools, under the support of DMOE, and the first IB World School in the language of Korean in public education field is expected to come out early next year. DMOE is spurring the implementation of the IB programmes as an educational model to develop students’ future essential competencies preparing for the future society, through various efforts such as strengthening teacher training and drawing support from the community on the policy.

Las ceremonias donde se entregaban premios a estudiantes destacados en las escuelas de primeras letras del siglo XIX en México son ejemplos de prácticas escolares en tanto que formaban parte de las experiencias propias de la vida escolar de la época, además de que constituían formas de socializar al alumnado en un modelo educativo y un sistema ideológico específicos. Este artículo examina algunos aspectos de la vida cotidiana en las escuelas de primeras letras en el estado de Zacatecas en función de lo que describen las reseñas periodísticas de dichos eventos, junto con lo que dicen los informes de la Junta de Instrucción Pública, la instancia encargada, entre otras cosas, de evaluar y premiar al alumnado. También se analiza el carácter festivo de estas ceremonias y la significación social de los premios otorgados en tanto que ello nos habla del papel y la carga simbólica que tuvieron estos elementos en el proceso de escolarización y socialización de la niñez zacatecana de la segunda mitad del siglo XIX. Por último se revisa la concepción de educación que se difunde mediante los discursos y alocuciones escritas con la finalidad expresa de ser leídas en las ceremonias de premiación, pues ello ayuda a explicar el vínculo de dicha concepción, novedosa para la época, con el proceso de formación de una cultura escolar que se sustentó en el ideal liberal de educar a las masas para lograr el anhelado progreso de la nación.