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Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

The main objective of this study was to analyse the influence of social media participation on academic performance. The sample consisted of 1960 students taking one of two courses at undergraduate or postgraduate level, respectively (Faculty of Education, National Distance Education University, Spain), of whom 411 students carried out an activity based on social media participation. We used a mixed quantitative (descriptive analysis and ANOVA) and qualitative (content analysis) design. Our results showed that the students who participated in a social media-based activity presented better academic performance than those who did not carry out any activity or who took part in a more traditional learning activity. We conclude that regardless of educational level, social media participation exerts a positive influence on performance. Consequently, it is important to consider the variable of social networking site use because this can partially explain academic performance. We also found that the networks generated during the course did not constitute stable communities of practice. Our main recommendation is that three stages of instruction should be considered when designing a course based on social media participation: beginners, intermediate, and professional.

Analyzing the influence of social media on the learning process is no longer a novel idea; however, due to its importance for students and consequently for teachers, research continues to explore the pedagogical potential of social media. The main objective of the present study was to analyze the influence of teacher roles (guide or facilitator) on students' social participation in Twitter and their perceived academic experience. The sample consisted of 525 future teachers, all of the Master's degree students at Spain's National Distance Education University (UNED). We used a mixed triangulation design, a theoretical model, quantitative methods (descriptive analysis and contrast of means) and qualitative methods (content analysis following the principles of grounded theory). Our results showed that the teacher's role as a facilitator exerted a more positive influence on how students assessed their experience and on their participation on Twitter than the role as a guide. We conclude that the use of social media sites in education offers a motivating and satisfying framework that is not provided by other more traditional means such as forums, and that a role that facilitates independent learning is a better strategy when using social media in the classroom.

Vulnerable women and women at risk of social exclusion make up a very large collective. This group includes quite a broad range of personal situations, but all its members share one particular characteristic: gender linked to social vulnerability (poverty). The general objective of this research is to learn what difficulties these women experience, based on discourse analysis applied to their life experiences. Four discussion groups and nine interviews were held. The women interviewed referred explicitly to three areas of discrimination: family discrimination, social discrimination and economic discrimination. In this sense, cognitive, family and economic aspects intertwine in the women's discourses and define the lines of analysis. The women's opinions and rationales, their ways of expressing themselves and their attitudes towards jobs all reflect the influence of society and each woman's own culture. Their arguments vary widely, but they generally lead to the same conclusions. [ABSTRACT FROM AUTHOR]

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Confronting the COVID-19 health emergency has forced public administrations in Spain to work with various networks as a means of promoting their campaigns to citizens. This paper aims to analyse digital citizens' e-participation by focusing on the state health campaign #EstoNoEsUnJuego - #ThisIsNotAGame. This campaign was launched by the Spanish Ministry of Health in September 2020 via Twitter with the objective of reinforcing protection measures against the virus. A sample consisting of 19,576 tweets, sent from September 2020 to February 2021, was investigated and the results have indicated that, of 9133 users, 64.8% of citizens collaborated in the dissemination of tweets. It was observed that most messages supported the campaign by disseminating information on measures, data and news. Only 0.1% of the messages were aggressive. The conclusion is that, despite not having created a true form of communication between public institutions and citizens, e-participation has generated a functional connection between them. Citizens have acquired a responsible and participatory digital role which, although failing to show personal involvement in their comments, has been the main driving force behind the success of this campaign. • e-participation is a key element in dissemination and sharing information on health security measures. • e-participation shows a collaborative and responsible behaviour during the campaign on Twitter. • Spanish digital citizenship is emotionally neutral in health emergency situations. • Twitter is a useful tool for instant communication in crisis situations. • The impact of a crisis campaign via Twitter diminishes over time. [ABSTRACT FROM AUTHOR]