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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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

This article presents two case studies on the officer training model of the General Military Academy in Spain and the West Point Military Academy in the United States. A comparative study is then carried out to elucidate whether they provide similar competencies to the cadets of each army. For this purpose, the respective curricula that define the competencies an officer must have, according to the needs and circumstances of each army, are reviewed. Participant observation is then added in both cases. This research concludes that both systems provide similar competencies, although they vary in their adaptation to the needs of each army. Certain areas for improvement in articulation and training in skills for the entire professional career are also identified in the Spanish case, which may motivate reforms and new research. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 Revistade Ingenierías Interfaces is the property of Revista de Ingenierias INTERFACES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Copyright of Revista Educação & Formação is the property of Revista Educacao & Formacao 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 PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of 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 Estudios sobre el Mensaje Periodistico is the property of Universidad Complutense de Madrid 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 Gaceta Médica de Caracas is the property of Academia Nacional de Medicina 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.)

INTRODUCTION: The future health information systems professional must develop necessary skills for fulfillment in action modes as society expects from him, in the areas of Information in Health. OBJECTIVE: to explain the importance of informational competencies development in SIS students. METHOD: A qualitative study of a descriptive nature was carried out that allowed to analyze, synthesize documents and bibliography during the second semester of the 2019-2020 academic year. RESULTS: Theoretical systematizations of different national of concepts of professional and informational competences were carried out, defining as informational competences "The system of knowledge, skills and values, who train future SIS professionals to determine when they need information, how to locate it, how to assess their suitability, and give them proper professional use; through the efficient use of ICTs in health information management processes." CONCLUSIONS: The Bachelor of HIS is a professional who must have technical, teaching and scientific competences, in the term informational competence. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 digital transition has led journalism and journalists into the scenario that shapes today's communication ecosystem and that demands new competencies and skills to exercise the profession. In three decades of changes, we have gone from the first digital migration, the emergence of digital-native media, the arrival of blogs, the rise of mobile communication, the emergence of social media networks, the rise of the social web, the application of virtual reality to certain pieces, the emergence of artificial intelligence, etc. to the rise of 5G and blockchain technologies. This transition has meant leaving behind a one-to-many communication model to bring many-to-many communication to the forefront, placing us in a liquid and platformized society. Communication is in the environment, being ubiquitous, while disinformation accompanies us in every movement and the challenges of building better-informed societies are multiplying. Journalists need up-to-date competencies and skills if they want to inform about what is happening in this complex networked society. Curricula are trying to respond to this challenge, while reflections on the best formulas combining sociocultural and sociotechnological competencies and skills are multiplying. After this phase of experimentation, this challenge calls for a renewal of proposals for the second half of the third decade of the millennium. [ABSTRACT FROM AUTHOR]

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.)

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

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

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

In recent years, in higher education, there has been a transition to a competency-based model of education, the purpose of which is the formation of a socially and professionally competent person. The integration of higher education in research is the main idea of the competency-based approach. Such a model for the formation of research competencies of a bachelor/master should be the basis for creating an effective system for the development of professional competence through the development of research skills, the realization of creative abilities, improving the quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma 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.)

It discusses copyright as a necessary competence for the academic reference librarian in order to provide guidance on issues related to the ethical and legal use of information. It reviews the topics of "academic library", "reference service" and "copyright" in relation to the current competencies of reference librarians in academic libraries. Using the Academic Ranking of World Universities (ARWU), we identified a sample of copyright offices that represent this new perspective for the reference librarian and analyzed their websites in order to identify current and emerging issues that can be important for the implementation of these services in Brazil and elsewhere. These issues are also considered key competencies related to the service that academic library and reference librarian provide to the community in relation to copyright. We conclude that, based on the analysis of the services and competences that are present in the international libraries, the curricula of the Library and Information Science programs, at least in Brazil, need to be revised in order to address these competences related to copyright and correspondently adjust the education and training of the reference librarians. [ABSTRACT FROM AUTHOR]

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

This article analyses the effect of the teaching-learning methods used in Spanish universities on three measures of educational output: average mark, graduates’ assessment of their professional performance in different dimensions, and their assessment of the acquisition of professional competencies and skills. Multi-level models were used in which graduates (first level) are grouped by field of study (second level). The Class attendance and Written work methods have the most influence on the average mark but influence the graduates’ working future the least, as measured with assessments of professional aspects or competencies. In contrast, Problem-based learning, In-company internships and Practical and methodological knowledge are the methods that bear the most influence on the graduates’ professional careers and their development of specific professional competencies. [ABSTRACT FROM AUTHOR]

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU 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.)

Due to the growth and development of the 21st century engineer it is essential to know and identify the different approaches currently. The objective of this work is to present the results of the research found in the systematic review of the literature, to identify the main approaches of engineering professionals. It concludes in six different approaches that together materialize the set of characteristics characteristic of the engineering activity, more specifically, of those who develop as a XXI Century Engineer. It is important to show in the results with greater degree of detail each of these changes found as it is: by competition, social, research, innovation, integral, professional that is part of the profile and professional characteristics. [ABSTRACT FROM AUTHOR]

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

In this paper we analyze the learning results with regard to science that future teachers of early childhood education hope to obtain when they prepare teaching units while studying "Teaching Science Education" as part of their Pre-school Education degree at the Valencia University. In order to carry out this objective, an analytical tool has been created, based on expected learning results, as regards the professional competencies specified by the accredited degree program for our area of knowledge. This tool has been used by three independent researchers to analyze 19 teaching units, prepared by 76 students during the last year of their degree during two academic years, when they studied the subject of Teaching Science. The results show that, as the specificity of expected learning results in the area of science increases, they become the less consolidated, which raises the necessity for a revision of teaching contents and their development in university curricula to improve the training of early childhood teachers in the field of teaching of science. [ABSTRACT FROM AUTHOR]

INTRODUCTION: In Mexico, pre-eclampsia accounts for 20.5% of maternal mortality. The Mexican Institute of Social Security manages to work for competencies to ensure quality care. Due to the increase in maternal complications nursing professionals with critical judgment, skill and attitude are required to respond to the specific needs of women diagnosed with pre-eclampsia. The objective is to evaluate the nursing professional skills in patients with Preeclampsia in a second level hospital. MATERIAL AND METHODS: Cross-analytical design, performed in July 2015 to July 2016, in HGZ 1-A Venados, an instrument was built and validated by expert round (2/4), with n= 90 nurses of the UTQ services, Qx., UCIA and Hospitalization Gynecology, the analysis was obtained with descriptive statistics, frequency distribution, central trend measurement, measure of variability and nonparametric tests. RESULTS: The age range was 35-39 years with 26%; the sex of women 88%; the undergraduate degree 36%; the overall competence level was proficient 57%. A global competence correlation was made with sociodemographic variables: age, sex, marital status and academic level; which were significant with a p = (<0.05). CONCLUSION: Assessing the level of professional competence assists nursing staff; to confront complex situations in clinical practice, to provide quality care and to reduce the maternal mortality rate. [ABSTRACT FROM AUTHOR]

Resumen Este ensayo (en dos partes) acerca del papel que juega la educación en nuestro tiempo inicia con una afirmación: para captar lo medular de la educación en boga, es preciso caracterizar la sociedad respectiva. Así, se identifican los rasgos distintivos del mundo actual, que llevan a definirlo como “ el agotamiento y la ruina de una civilización basada en el lucro sin límites ”, del cual se infiere el carácter pasivo de la educación “realmente existente” que mantiene el statu quo y preserva los atributos degradantes de las sociedades actuales: pasividad, individualismo, competitividad, consumismo y alta vulnerabilidad al control y la manipulación. En la disyuntiva: competencia o aptitud no son sinónimos, sino conceptos propios de enfoques radicalmente distintos de entender y practicar la educación. La competencia es lo actual de la educación pasiva basada en una idea de conocimiento como consumo, acumulación y retención de información. La aptitud es emblema de la educación participativa , motivo de la segunda parte. La educación pasiva , presente en el modelo educativo por competencias profesionales , se especifica en términos de programas, perfiles, niveles, actividades escolares, evaluación, idea de progreso y consecuencias sociales. Se argumenta que, lejos de ser palanca de progreso auténtico y primacía de los valores que sustentan la superación espiritual, intelectual y moral de la condición humana, es “cómplice” del colapso civilizatorio. This paper begins with a statement: It is necessary to characterize the respective society to be able to understand the education's core. Distinctive features of the present-day world lead us to define it as the ruin of a civilization based on limitless financial gain, where education has a passive quality, responsible of maintaining the status quo as well as preserving the degrading attributes of actual societies: individualism, passivity, competitiveness, consumerism and high vulnerability to control and manipulation. About the dilemma: competency or aptitude, these are not synonyms but concepts pertaining radically different approaches to the practice and understanding of education. Competency represents the actual tendencies of passive education, where knowledge is just about acquiring information. Aptitude refers to participatory education, described in the second part of this essay. The passive education is present in the professional competencies model, specified in terms of curricula, profiles, levels, school activities, evaluation, concept of progress and social consequences. This paradigm does not foster real progress—defined as the primacy of values sustaining spiritual, intellectual and moral development but as an “accomplice” of the civilization's collapse. [ABSTRACT FROM AUTHOR]

Introduction. The definition of the concept of Global Communication Studies (GCS) is still evolving, especially when it comes to their establishment as a new formal area of education regulated by the university system. As GCS cover a very wide range of communication-related issues, it is necessary to demarcate their scope to differentiate them from studies of journalism, public relations, advertising and audiovisual communication, and to place special emphasis on learning competencies. Methods. A survey was applied to a sample of 266 communication professionals, teachers and students to assess, through a 5-point Likert scale, the degree of importance given to 62 competencies associated with the exercise of their professional activities. Results and discussion. The survey results point to a formulation of GCS that is less associated with the technical aspects of the communication sector, and more strongly linked to the political and sociological aspects of communication. There is also a generalised trend towards the positive assessment of autonomous learning. [ABSTRACT FROM AUTHOR]

Objetivo: incrementar la adquisición de competencias profesionales en los estudiantes de médicina familiar ubicados mayoritariamente en sedes académicas cuya supervisión y asesoría resulta difícil, por distancia, ubicación geográfica y turno laboral. Métodos: se creó un grupo de expertos integrado por nueve profesores que incluyó a tres especialistas en medicina familiar, dos terapeutas familiares, un subespecialista en orientación familiar, un maestro en educación médica, un psiquiatra y una psicóloga. Su misión fue desarrollar un instrumento piloto, que permitiera apreciar la práctica profesional de los médicos a través de los videos. Finalmente, se decidió valorar cinco dimensiones: 1. Imagen personal y profesional, 2. Imagen del consultorio, 3. Comunicación verbal y no verbal, 4. Práctica clínica y 5. Abordaje familiar. Se describen cada una de las dimensiones valoradas. Resultados: se obtuvo una herramienta valiosa para el proceso de enseñanza aprendizaje en medicina familiar, que permitió mejorar las habilidades y destrezas del médico en el abordaje del paciente y la familia así como el asesoramiento del profesor al alumno en el desarrollo de las habilidades clínicas y las actitudes en la consulta cotidiana. Conclusiones: la herramienta presentada es una estrategia educativa que busca finalmente, incrementar las capacidades del médico familiar para que pueda otorgar una mejor atención al paciente y su familia.Objective: to increase the acquisition of professional competences in those family medicine students who are mostly located in academic institutions and are difficult to be supervised and advised, due to distance, geographic location and work shifts. Methods: a group of experts made up of nine professors including three family medicine specialists, two family therapists, a family counseling specialist, a medical education professor, a psychiatrist and a psychologist was created. The mission of this group was to develop a pilot instrument that allows observing the professional practice of the physicians through videos. Finally, five dimensions were chosen to be assessed: 1- personal and professional image, 2- the physician's office image, 3- verbal and non-verbal communication, 4-Clinical practice and 5-Family approach. All these assessed dimensions were described in the paper. Results: a valuable tool for the teaching/learning process was obtained. It allowed improving the abilities and dexterities of the physician in dealing with the patient and the family, as well as the possibilities of the professor for giving advice to the student in terms of development of clinical abilities and individual attitudes in the daily medical work. Conclusions: the tool described in this paper is an educational strategy aimed at increasing the capacities of the family physicians to provide better care to their patients and families.

Objetivo: Contribuir a conformar un marco de referencia para organizar la enseñanza de la salud pública en las titulaciones universitarias españolas, siguiendo las directrices del Espacio Europeo de Educación Superior. Métodos: Se extrajeron las competencias profesionales específicas definidas en los Libros Blancos de la Agencia Nacional de Evaluación de la Calidad (ANECA) de medicina, farmacia, enfermería, nutrición humana y dietética, óptica y optometría, veterinaria, trabajo social, ciencias laborales y recursos humanos, magisterio y ciencias ambientales. Siguiendo el marco propuesto por el Grupo de Trabajo sobre competencias profesionales en salud pública en España, se seleccionaron las que les capacitan para el desarrollo de la Salud Pública desde su ámbito de actividad. También se identificaron y relacionaron las competencias seleccionadas en cada titulación con las actividades y las funciones. Resultados: Todas las titulaciones cuentan con competencias para las funciones de salud pública. La mayoría pueden participar en actividades de análisis de la situación de salud de la comunidad, y de diseño y puesta en marcha de programas e intervenciones sanitarias, fomento de la participación social y del control de los ciudadanos sobre su salud. Las actividades de control de enfermedades y de gestión de servicios y programas siguen restringidas a las profesiones sanitarias. Conclusiones: Hay espacio académico para el desarrollo multidisciplinario de la salud pública en España mas allá de las profesiones consideradas sanitarias. La vinculación entre las competencias específicas de cada titulación y las actividades de salud pública permite identificar los contenidos de esta materia que deben incluirse en sus programas.Objective: To conform a frame of reference for the organization of the public health teaching in university degrees in Spain, in agreement with the directives of the European Space for Higher Education. Methods Specific professional competencies in public health have been extracted from the Libros blancos published by the ANECA (National Agency of Quality Evaluation) for the degrees on medicine, pharmacy, nursing, human nutrition and dietetics, optics and optometry, veterinary, social work, occupational relations, teacher training, and environmental sciences. Following the framework proposed by the Working Group on professional competencies in public health in Spain, we have selected those competences that enable future professionals to participate in the development of the public health from their field of activity. We have also identified and correlated the specific competences of each degree with the corresponding activities and functions. Results All the studied degrees have competences in public health functions. The majority has also defined activities in community health analysis, design and implementation of health interventions and programmes, promotion of social participation and citizen's control of their own health. Conclusions There is academic space for the multidisciplinary development of the public health in Spain beyond the health professions. The identification of the specific competencies of each degree related with activities on public health reveal what are the contents to be in included in each syllabus.

This article is based upon a quantitative research, conducted by the authors, which had as main objective to determine the entrepreneur and professional competencies that the students of the minor of translation at Universidad EAN must possess, upon completion of their academic program, so that they have the capacity to fulfill the demands from local and foreign companies with quality, entrepreneurship and commitment. [ABSTRACT FROM AUTHOR]

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

This study revolves around the premise that university education within the new EHEA framework is only possible with the coordination of the different subjects. Taking this into account, an investigation has been carried out in order to answer these questions: Which learning activities are being implemented as part of the curriculum in educational investigation? What are their goals? Do students deem them as useful to improve competencies? This descriptive study was conducted in the 4th academic year of the Pedagogy Degreeat the University of Barcelona. This study, therefore, offers a longitudinal perspective on education from both the teachers' and the students' contrasted points of view. The 17 teachers who instruct in this area and a sample of 177 students (68% of the total) participated in the study. In order to gather data, both qualitative (an open-answer tool and discussion groups) and quantitative (assessment questionnaire) instruments were used. The results show a logical sequence of learning activities which is consistent with the development of competencies. The activities with the biggest impact and perceived as more useful are those that bolster and improve complex-thinking abilities. [ABSTRACT FROM AUTHOR]

The field of Language Learning is a living process in constant flux. Nowadays and based on pedagogical principles like meaningful and unconscious learning, approaches such as CLIL have become important in the area of language teaching methodology, pursuing the learning of those languages through the study of subjects such as Science, History and Art in the foreign tongue itself. What kind of teacher should be delivering this specific training is the question dealt with in this paper. Using a thorough research process, including an in-depth literature review of current CLIL Teacher models, the participation of professional practice among experienced up-to-date CLIL teachers, and combined with a validation process carried out by experts in the field, a concrete, reality-based, widely-structured model of competencies is presented, describing the figure of an Effective CLIL Teacher. The ultimate goal is to go even further by designing specific training and evaluation tools based upon this model. [ABSTRACT FROM AUTHOR]

In this research work, we analyze the implementation of formative and shared assessment in our teacher training degree specialized in English as a Foreign Language. We present a detailed review of the literature and the methodology followed, as well as the results of a qualitative and quantitative study conducted with a group of students -future teachers of English during three consecutive courses. The procedure for data gathering is specified, along with the data analysis from which conclusions are drawn. Results reveal that this type of assessment plays an important role in promoting the learners' commitment to their own learning process. It also promotes the development of autonomy, as well as closer support and differentiated instruction from their teachers. Learners also develop linguistic and professional skills, and achieve better academic outcomes. Some weaknesses in the implementation of formative and shared assessment are also depicted. These weaknesses are associated to a possible lack of self-confidence on the part of the learners to conduct their self-assessment and pee assessment. Some flaws are also found in team work coordination and the amount of time necessary to carry out the projects. [ABSTRACT FROM AUTHOR]

Esta comunicação tem o propósito de compartilhar uma pluralidade de reflexões, embora deflagradas pela convocação ao LIII Congresso da Associação Mexicana de Escolas de Serviço Social, fundamentalmente suscitadas pela investigação epistemológica do autor. De inegável sentido psicanalítico e ético-geopolítico, gira em torno de perguntas não-dogmáticas que procuram servir de bússolas intelectuais; a principal delas remete às competências que os povos-nações de nossa América estão demandando aos assistentes sociais. Ao longo das quatro seções que compõem o artigo, o autor configura um campo de visão a partir do qual observa e ressignifica o Serviço Social e a realidade latinoiberoindoafrocaribeña; do mesmo modo, dissemina suas dúvidas e autocríticas sem pretender chegar a conclusões, muito menos definitivas, o que não o impede de realizar uma crítica implacável sobre “A” reconceituação e suas vinculações com a neo-moderna ortodoxia marxista que o autor denomina brasileños et alii.

Although the implementation of bilingual plans of study in Latin American universities has progressively increased, research on their results is still very limited. Th is article attempts to activate this line of research with a case study of students' perceptions of their attainment of the professional skills listed on the syllabus of a fi rst-level course, and of the academic achievement in two fourth-level courses. Th e participants were 265 university students, of whom 156 were enrolled in monolingual teaching programs, and 109 in bilingual teaching programs, in the same department. To discover their perceptions, we used a questionnaire, and to study the diff erences in achievement in the two courses, we compiled the students' fi nal grades. Th e results show that the group with bilingual degrees was superior in several aspects to the group with monolingual degrees. Th e conclusion is that bilingual university teaching is beginning to show positive results. [ABSTRACT FROM AUTHOR]