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This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration. [ABSTRACT FROM AUTHOR]

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The article analyzes the perception of learning through telematic simulation in initial teacher training. The importance of virtual simulation in teacher training and the internationalization of higher education is highlighted. Different obstacles in teacher training are mentioned, and the shift towards active methodologies such as simulation is emphasized. The study is based on three consecutive courses and shows that the majority of students gained a deeper understanding of current educational problems through simulation. Additionally, the importance of intercultural dialogue and understanding of Content and Language Integrated Learning (CLIL) in simulation is highlighted. [Extracted from the article]

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 Human Review is the property of Eagora Science 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 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 reality of today's society makes it necessary to introspect on the determining aspects for the generation of an education that not only complies with the expected training standards, but also that integrally develops the ethical components in students in order to forge professionals and workers who perform around the aspects of responsibility and fundamental values for the common good. Due to the above, this paper presents a reflective analysis of the importance of higher education in the current global context, and the contributions of ethics in the formative processes of the individual. [ABSTRACT FROM AUTHOR]

This paper analyzes the process of teacher training under a perspective of using apps from Google Education Plataform in Higher Education Institutions, in Aracaju/SE. This is a qualitative research, with a descriptive and exploratory approach within a field work. Concerning the instrument of data collection, it has been chosen a semistructured research, and teachers were the target audience. The methodology adopted aimed the perspective of content analysis and results for the learning of the participants of the research, with two important factors for the learning of the Digital Information Communication Technology in the learning process: interest and investment in continuing education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Punto de Vista is the property of Revista Punto de Vista 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.)

Educational axiology is not only a set of inherent and explicit rules with respect to education; it constitutes its very core. What is valuable lies in the essence of the educational act, transcending all formal limits. When we speak of "quality criteria" or standards for teaching, axiology becomes an element that is essential to ensure comprehensive education. In this article, the authors look at the make-up of one's personal axiological structure, based on a descriptive analysis of the Portrait Values Questionnaire (PVQ) by Shalom Schwartz. A sample of 337 participants, including practicing teachers and those in training, was used to approximate the values that predominate in the composition of a teacher's identity with respect to values. The authors maintain that the different axiological profiles charted by the PVQ are manifest in each classroom and lend true meaning to the study of values in the field of education. According to the authors, the data obtained in the study shows high levels of reliability and internal consistency in the values analyzed with the Schwartz PVQ. In general, they were able to verify that practicing teachers and those in training are consistent when it comes to self-transcendence, since the values they possess are oriented more towards benevolence and universalism, which are typical of an altruistic or collectivist profile. [ABSTRACT FROM AUTHOR]

Copyright of Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad 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.)

Like other educational activities subject to academic routines, tutoring function is also carried out with automatisms that are gradually becoming obsolete. The active participation of teachers who conduct researches aimed to identify these unreflective habits helps us to overcome them and design proposals for teacher training that improve the teacher-tutor profile. Tutoring at University requires an adjustment of the teaching competencies suggested in the European Higher Education Area (EHEA) to the needs of students who attends the new Degrees, B.A, M.A and Ph.D. In order to infer the meaning of the tutorial function in Higher Education and identify new teaching skills, it is necessary to research the tutorial action in the different formal educational levels (Primary, Secondary and Baccalaureate), non-formal education (training programs) and distance learning (open university). It is also analysed how tutoring is performed while describing how it is perceived by the teachers who carried it out. This process of analysis, description and interpretation is put into practice in more detail at university, through direct interviews and questionnaires among teachers and students. The results obtained make us propose strategies to make the present tutorial framework more flexible to introduce new guidelines and scenarios for teacher-student interaction and intercommunication. [ABSTRACT FROM AUTHOR]

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.)

The development of the students teaching-learning process in higher education requires a harmonic conception that will allow students to give answers to the demands that society poses on university graduates. That is to conform an integral human being, capable of carrying out different functions and tasks competitively in all the spheres of life. Didactics, the science whose object of study is the teaching-learning process, is characterized by a system of concepts, categories and laws which, combined, give direction and emphasize its development in order to achieve independent and creative professionals, fully committed to their social roles. With the objective of revealing these aspects, an analysis of the educational teaching process at university level is carried out following a holistic approach in the treatment of the fundamental didactic categories. [ABSTRACT FROM AUTHOR]