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This article is part of an International Cooperation Project funded by the Andalusian Agency for Development Cooperation of the Junta de Andalucía, Spain in collaboration with the Mayan Technological Institute (ITMES) in San Juan de Chamelco-Cobán at the University of San Carlos de Guatemala: 2018UC006 “Maestras y maestros para niñas y niños mayas en zonas rurales diseminadas: formando los formadores.” (Teachers for Mayan girls and boys in remote rural areas: training the trainers). This cooperation project arose from the need of the university unit attached to the University of San Carlos to develop a university degree program in teacher training in bilingual infant and primary education that would consider the characteristics of the communities these new professionals would impact rural Mayan communities. In this sense, ITMES is particularly interesting for three reasons: (1) the unit is attached to the University of San Carlos, the only public university in Guatemala, as a response to the Guatemalan Constitution that indicates the need for a Mayan University; (2) the unit’s distinctive development for the formation and empowerment of Mayan culture; and (3) because its organizational structure combines receiving face-to-face instruction on weekends in the urban campus of San Juan de Chamelco-Cobán, while during the week, students carry out their personal, professional and educational activities in rural areas. Thus, a double dimension has been addressed through this international cooperation project, which has the complex task of training professionals who will work with children in rural areas but who will be trained in San Juan de Chamelco-Cobán, an urban area, the commercial and economic hub of the region, On the one hand, as will be developed further in this article, the selection and initial psycho-pedagogical-curricular training, attention to cultural, gender, and sociological diversity, of university teachers who, in the future, will be entrusted with the implementation and development of a university curriculum in teacher training aimed at and from the inclusion of children from Mayan rural communities. On the other hand, while considering the center’s organizational structure, establishing the fundamental psycho-pedagogical and organizational principles with an inclusive curricular plan will allow the training of teachers whose actions will be carried out in rural Mayan environments. As a starting hypothesis, we consider that in order to provide quality, responsible and inclusive education to children from rural Mayan environments, and beyond the traditionally technical contents that support the training curriculum legislated by the Guatemalan government, it is necessary to approach this reality by linking vitally constructed knowledge and technical contents, so that they can be formulated and reformulated in a relevant way and thus generate powerful knowledge. Thus, there arises a necessity to equip a team of professionals, prospective university teachers, who are sensitive to Mayan needs and attention to diversity, with a deep and relevant knowledge of psycho-pedagogical and curricular aspects, and with a sociological contextual knowledge of the needs of the post-modern, neoliberal and digital world. To this end, our methodology encompasses three levels: (a) the selection of a group of professionals to be trained; (b) contextual analysis of the training needs of the selected group of professionals, thereby facilitating the adaption of the training program to their individual needs and circumstances; and (c) semi-structured and in-depth interviews with seven female and nine male leaders of Mayan communities. These leaders were selected using a non-probabilistic intentional sampling method, which was collaboratively determined with the ITMES team. During these interactions, we extensively explored their perspectives on Mayan identity, as well as their perceptions of the educational system and its impact on the formation of their identity as a person and as Mayans. Through the integration of these three components, we have obtained invaluable insights into (a) the evolving training needs of the instructional team and (b) the socio-educational pressures experienced by Mayan women, and the significance of “Mayan being” as an aspect of identity. This emergent data has informed the development of a comprehensive psycho-pedagogical, curricular and sociological training plan that underpins the content of this article. Thus, for the selection of the training team, the following aspects were considered: knowledge of Mayan culture and experience in rural Mayan contexts and relationship with the educational-school world. The selection resulted in a total of 29 candidates, 18 women and 11 men, with whom the training was carried out. Regarding the initial training plan for university teachers, and after the contextual analysis, we consider it necessary to correlate three dimensions: (1) the psycho-pedagogical nature of the technical dimension. In this sense, the plan has addressed aspects related to the conceptualization of teaching, and of learning and the development of the fundamental aspects of the curriculum; (2) the idiosyncratic dimension of rural Mayan communities, beyond being a transversal axis, has also been incorporated into the plan. We incorporated analyses related to gender, in general, and gender in schools, making a triangulation with the emerging knowledge from the interviews and the conceptualization of inclusion and Mayan identity as the backbone of a quality education; and (3) the post-modern sociological dimension of today’s societies. Finally, a flexible and emerging training plan of the Mayan idiosyncrasy has been designed that allows its applicability in other similar sociological contexts, adapting the plan to the individual training needs of each context.

This article shows the results of the study, which purpose was to reconfigure and develop a conceptual approach to research competences for the strengthening of educational research training processes. The research was conducted in four academic semesters and was based on a mixed approach with a Sequential Transformative Research Design (DITRAS). The process included a stage of documental analysis and systematization of qualitative data that were collected through semi-structured interviews. The second stage included the implementation of the CMI technique, which purpose was to identify categorical systems to classify research competences through the analysis of hierarchical conglomerates. Eleven experts in the area of ​​teaching-research in Higher Education participated, 24 students and 4 alumni from an undergraduate program in Early Childhood Education. The result of the study was to build a conceptual and taxonomic approach to the competencies for teacher-researcher training, which includes 79 learning outcomes that are classified in 29 constructs, and related in 8 competences. The strong theoretical influence in the processes of research training, the gradual devaluation of the experience as an agent in the construction of knowledge, and the pedagogical practice focused on the instrumentalization represent new challenges that go beyond the methodological. These challenges focus on the development of research training processes based on ethics, technology, teamwork and innovation. The final reflections constitute an approach to rethink the academic curricula based on formative research as an agent of transformation and assurance of educational quality.

A través de este trabajo pretendemos mostrar de qué modo se puede compatibilizar el uso de distintos recursos para favorecer la innovación de la enseñanza universitaria. Los recursos utilizados son: el portafolios del estudiante y la web didáctica de la asignatura. Esta implementación de recursos se realizó simultáneamente en dos grupos del título de Maestro en Educación Especial, impartidos en la Universidad de Murcia, España, que pertenecían a dos asignaturas distintas, una obligatoria, de primer curso, con 98 alumnos, (Biopatología Infantil y Juvenil) y otra optativa, de segundo curso, con 33 alumnos, (Biopatología de los Procesos Superiores). Los resultados que aquí presentamos recogen la opinión de los alumnos sobre diferentes aspectos: 1) la realización del portafolios y sus aportaciones al aprendizaje de la asignatura y 2) la utilidad de la web didáctica en el seguimiento de la asignatura. Además, ponen de manifiesto la presencia de diferencias estadísticamente significativas en la percepción de los estudiantes según la asignatura que cursan.

This conference describes the concept of human and sustainable development, distinguishing of the merely economic thing. The University must be on the one hand an educator ( not only instructing) and on the other hand human (not only professional). The education for which one pleads implies the acquisition of Ethical values contributing the University activity to the human and sustainable development. What has been done in this line up to now? Some important experiences are announced, carried out for different entities compromised with the justice. What way must the University follow? The bases of a curricular system are showed with pupils and teachers like important elements; in the cognitive place, taking charge of the reality. From the attitudinal point of view, to face with the reality and from the procedural point of view, to take charge of the reality.

Este trabajo tiene un doble propósito. Primero, se centra en la formación inicial de los maestros que atienden a la diversidad del alumnado que presenta necesidades graves y permanentes. Segundo, trata de destacar la importancia de la Estimulación Sensoriomotriz en la intervención educativa de los niños con pluridiscapacidad grave y permanente. En relación con la formación del profesorado, creemos que la Estimulación Sensoriomotriz debe estar presente en la formación inicial, para que dicho profesorado pueda intervenir con el alumnado que acude a los Centros Específicos de Educación Especial. Centrándonos en la respuesta educativa a las necesidades de los alumnos con grave discapacidad, creemos que dicha estimulación puede ser un modo importante de intervenir educativamente. Por ello se destacan algunas ideas sobre áreas de estimulación, principios de actuación, tipos de actividades, etc. Con todo ello se pretende ofrecer un currículo específico que ayude al desarrollo global de estos alumnos.

Admitting the importance of evaluation in the culture of quality, and especially in the field of education, 233 teachers have taken part in this research. They work to help children with especial educational needs, in Murcia (Spain).We asked them about their level of real execution of practical assessment of learning, teaching and programs, and the level of importance that they give to this evaluation. In this study we analyzed the differences found in variables as gender, type of the school (specific/ordinary), speciality (therapeutic pedagogy/audition and language), administrative situation (official/supply teacher) and years of experience. In general, they gave more importance to evaluation than their real practice shows, and it concerned more the evaluation of learning and less that of teaching. The comparison between variables is allowed to make an x-ray about commitment to practical systematized assessment.

Reconocida la importancia de la evaluación en la cultura de la calidad y en el campo educativo, se aportan datos sobre el nivel de ejecución real de prácticas evaluativas del aprendizaje, enseñanza y programas y el nivel de importancia que se le conceden por 233 profesores de Atención a la Diversidad encuestados en la Comunidad Autónoma de la Región de Murcia. Se analizan las diferencias encontradas en función de variables como el género, tipo del Centro Escolar (específico vs. ordinario), especialidad (pedagogía terapéutica vs. audición y lenguaje), situación administrativa (funcionario vs. interino) o años de experiencia. En general, se otorga un elevado nivel de importancia a la evaluación aunque se reconoce que se aplica poco. Igualmente, se reconoce y preocupa más la evaluación del aprendizaje de los estudiantes y menos la de la enseñanza del profesor. Las variables intersujeto consideradas permiten hacer una radiografía del compromiso de este profesorado con prácticas evaluativas sistematizadas.

Hablar de calidad en la actualidad conlleva hablar de evaluación, ya que la preocupación por la calidad ha llevado a la necesidad de evaluar. Es indudable que evaluación y calidad se relacionan con tal grado de dependencia que no pueden concebirse la una sin la otra. Esta relación directa entre los términos evaluación y calidad también es una realidad en el ámbito educativo, en el que quedan constituidos como objetos de evaluación todos los aspectos que tienen que ver con los procesos de enseñanza y aprendizaje. Por ello, es importante que el profesorado desarrolle una serie de competencias relacionadas con la teoría y las prácticas evaluativas para poder optimizar la calidad de la educación. La investigación que se presenta ha partido de un estudio previo en el que se analizaron las necesidades de formación en evaluación que posee el profesorado de educación especial de la Comunidad autónoma de la Región de Murcia (CARM). Para dar cobertura a dichas necesidades se ha diseñado un programa de intervención base que ha sido adaptado a las características concretas de un grupo de 20 especialistas en atención a la diversidad de la CaRM, a los que se les ha aplicado dicho programa. La evaluación tanto del diseño como de los resultados de la implementación de dicho programa ha resultado ser muy satisfactoria, lo que prueba la calidad del programa en tanto que ha logrado fortalecer el saber, el saber hacer y el saber ser y estar del profesorado participante en materia evaluativa.