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Technical Vocational Training in Chile is conceived as a relevant factor in training for work, focused to improve the labor capacities of the students in accordance with the productive sector and the development of the country. Incorporating it requires an articulated training offer: educational trajectories from one level to another. This research aims to analyze the process of articulation in the Technical Vocational Training, testing the social, economic and employability impact. Method. A mixed method is used for the analysis of the collected data. Quantitatively, it applies a questionnaire to those in charge of curriculum registration and a Likert scale to graduates of the Technical Training Centers. Qualitatively, a documentary review of the educational institutions is carried out, which are part of the research and interviews with decision makers of public policy and academic directors. The results: a real social, economic and employability impact. Conclusions. Highlight the benefits regarding a population of socially and economically vulnerable students whose only option to access higher education is through articulation mechanisms., A Formação Técnica Profissional no Chile é um fator relevante na formação para o trabalho, destinada a melhorar as habilidades de trabalho dos estudantes de acordo com o setor produtivo e o desenvolvimento do país. Incorporá-la exige uma oferta formativa articulada: trajetórias educativas de um nível a outro. O processo de articulação existente é analisado, testando o impacto social, econômico e de empregabilidade, utilizando um método misto de análise de dados. Quantitativamente, aplica um questionário aos responsáveis ​​pela matrícula curricular e uma escala Likert aos egressos dos Centros de Formação Técnica. Qualitativamente, realiza uma revisão documental das instituições de ensino, que fazem parte da pesquisa, e entrevista tomadores de decisão de políticas públicas e diretores acadêmicos. Os resultados: um verdadeiro impacto social, económico e de empregabilidade. Conclusões. Revelar os benefícios para uma população de estudantes social e economicamente vulneráveis, cuja única opção de acesso ao ensino superior é através de mecanismos de articulação., La Formación Técnica Profesional en Chile es un factor relevante en la formación para el trabajo, orientado a mejorar las capacidades laborales de los estudiantes en concordancia con el sector productivo y el desarrollo del país. Incorporarla, requiere una oferta formativa articulada: trayectorias educativas de un nivel a otro. Se analiza el proceso de articulación existente, probando el impacto social, económico y de empleabilidad, utilizando un método mixto para el análisis de los datos. Cuantitativamente, aplica un cuestionario a los encargados de registro curricular y una escala Likert a los egresados de los Centros de Formación Técnica. Cualitativamente, realiza una revisión documental de las instituciones educativas, que son parte de la investigación y entrevistas a los tomadores de decisiones de la política pública y directores académicos. Los resultados: un real impacto social, económico y de empleabilidad. Conclusiones. Relevar los beneficios respecto de una población de estudiantes social y económicamente vulnerables cuya única opción de acceder a la formación superior es a través de mecanismos de articulación.

This systematic review sought to investigate the influence of physical activity and physical fitness on cognitive functions. Studies were identified in four databases from January 2008 through January 2019. A total of 26 studies were selected after meeting the established criteria. Nine studies showed an association between physical activity and physical fitness variables and academic performance. Cardiorespiratory fitness, speed-agility, motor coordination, and perceptual-motor skill had the strongest association with executive function, including attention, memory, inhibition and shifting in 17 studies. High levels of physical activity and physical fitness are associated with higher academic performance and executive function. More hours of Physical Education are needed to more effectively develop the cognitive aspects and physical fitness of children in elementary school., This systematic review sought to investigate the influence of physical activity and physical fitness on cognitive functions and academic performance. Studies were identified in four databases from January 2010 through January 2021. A total of 26 studies were selected after meeting the established criteria. Nine studies showed an association between physical activity and physical fitness variables and academic performance. Cardiorespiratory fitness, speed- agility, motor coordination, and perceptual-motor skill had the strongest association with executive function, including attention, memory, inhibition and shifting in 17 studies. Highlevels of physical activity and physical fitness are associated with higher academic performance and executive function. More hours of Physical Education are needed to more effectively develop the cognitive aspects and physical fitness of children in elementary school.

Credits Vol 6 Núm 2 (2022), Créditos Vol 6 Núm 2 (2022), Créditos Vol 6 Núm 2 (2022)

The objective of this study was to evaluate the role of information and communication technologies (ICT) in the learning of primary school students, as assessed by ICT coordinators of the schools in Andalusia (a network already considered by the Spanish Educational Administration as ICT centres). For this, a total of 34 ICT coordinators from various primary education centres in Andalusia participated. With the objective of knowing the scope of the policies that are carried out, as well as determining the true incidence of ICT in the classroom – not only as a tool, but also as a way of teaching – a questionnaire was created and validated for the coordinators TIC. The results indicated that (a) the use by ICT teachers in the classroom is still reduced and (b) the lack of training received by teachers, as well as scarce technological resources, are the main barriers to attaining a higher use of ICT in the didactic process. The findings suggest that integral and transversal insertion of ICTs in the classroom should be priority objectives in deriving optimal curricular development in for primary school students.

L'attitude de l'enseignant dans la classe est déterminante pour le rendement ultérieur de ses élèves. Par conséquent, les croyances des enseignants sur l'apprentissage des élèves sont un facteur essentiel pour le rendement de leurs éléves. L'objectif principal de cette recherche est de connaître l'existence de l'influence des croyances des enseignants sur les aptitudes d'apprentissage d ses élèves et leur niveau créatif. MÉTHODE. A ce propos, un échantillon aléatoire stratifié par sexe et par âge a été sélectionné dans la population totale, sur un échantillon de 433 élèves du 2e et 3e cycle de l'enseignement primaire de toute la province de Jaén (Espagne). En tant qu'instruments d'évaluation basés sur l'objectif proposé, les croyances de 43 enseignants ont été analysées, à l'aide de l'échelle de Renzulli, en charge d'assister au rendement des élèves tel que perçu par les enseignants. Pour déterminer les aptitudes des élèves à apprendre, le Test d'Aptitude Scolaire (TEA) a été utilisé et pour analyser le niveau créatif, le Test de Torrance. RÉSULTATS. Les résultats ont montré qu'il existe une relation significativement positive entre les croyances des enseignants et le rendement des apprenants, ainsi qu'une relation prédictive entre les premières et les secondes. DISCUSSION. En conclusion, l'impact des croyances des enseignants sur les aptitudes scolaires et le niveau de créativité de ses élèves peut être confirmé, soulignant ainsi la nécessité d'une formation des enseignants afin que des croyances néfastes pour le rendement du groupe-classe ne soient pas resproduites., The attitude of the teacher in the classroom is one of the determinants of the students’ subsequent performance. Therefore, the beliefs that teachers hold about their students’ learning abilities are an influential factor in their performance. In the present research, the objective is to check whether teachers’ beliefs have aptitude towards their students learning abilities and their creative level. METHOD. In order to do so, a random sample stratified by gender and age of the total population was selected, receiving a sample of 433 students of 2nd and 3rd cycle of Primary Education from the entire province of Jaen (Spain). As evaluation instruments based on the objective set, the beliefs of 43 teachers were analysed using the Renzulli Scale responsible for attending to the performance of students perceived by teachers. To determine the students’ skills towards learning, the Test de Aptitudes Escolares (TEA) was used together with the Torrance Test to analyse the creative level. RESULTS. The results showed that there is a significantly positive relationship between the teachers’ beliefs and students’ performances as well as a predictive relationship of the first over the second. DISCUSSION. In conclusion, it is possible to confirm the impact that teachers’ beliefs have on school skills and the creative level of students, thereby emphasizing the need for teacher training so that pernicious beliefs do not hinder the performance of the student group., La actitud del docente en el aula es un determinante del rendimiento posterior del alumnado. Por ello, las creencias que los docentes crean sobre el aprendizaje del alumnado suponen un factor influyente en el rendimiento de los mismos. En la presente investigación se plantea como objetivo principal conocer la existencia o no de la influencia de las creencias del profesorado sobre las aptitudes para el aprendizaje del alumnado y su nivel creativo. MÉTODO. Se seleccionó una muestra aleatoria estratificada por género y edad de la población total, acogiendo una muestra de 433 alumnos de 2.º y 3.er ciclo de educación primaria de toda la provincia de Jaén (España). Como instrumentos de evaluación según el objetivo planteado, se analizaron las creencias de 43 docentes mediante la escala de Renzulli, encargada de atender al rendimiento del alumnado percibido por el profesorado. Para determinar las aptitudes de los estudiantes hacia el aprendizaje, se utilizó el test de aptitudes escolares (TEA) y para el analizar el nivel creativo, el test de Torrance. RESULTADOS. Los resultados mostraron que existe una relación significativamente positiva entre las creencias de los docentes y el rendimiento del alumnado, así como una relación predictiva de la primera sobre la segunda. DISCUSIÓN. Como conclusión, se puede confirmar el impacto que tienen las creencias de los docentes sobre las aptitudes escolares y el nivel de creatividad de los estudiantes, enfatizando con ello la necesidad de formación de los docentes para que no se produzcan creencias perniciosas en el rendimiento del colectivo estudiantil.