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The purpose of this paper is to explore the influence of Lesson Study on reconstructing students' practical knowledge during initial training as prospecting teachers. This case study sets out the voice and opinions of a student taking part in a lesson study process. The aim was to further understand how the student's opinions around teaching change both during and after her involvement in the different phases of Lesson Study. Information was obtained through semi-structured interviews, observations, photo and video records, document analysis and field diaries. We were also interested in understanding the student's perception of the influence of mentoring and tutoring on her professional development while accompanying her in her reflection about teaching. The results show that Lesson Study, as a cooperative curriculum creation process, provides prospecting teachers with opportunities to build their identity as professionals within a network of peers in which they interact in order to learn together. Focused on the context of initial teacher training, this article could lead to a new approach to Lesson Study as a strategy that can bring about more relevant transformations while teachers' beliefs, values and dispositions are still at an early stage of construction. [ABSTRACT FROM AUTHOR]

This study explores the views of graduates in Educational Sciences from the University of Barcelona regarding the importance of the final degree project in improving their ability to find a job. Using an ad hoc questionnaire, data were collected from a sample of 88 graduates with teaching degrees, selected through non-probabilistic sampling. The results show that the relevance of the subject of their final year project was less significant to their professional employment than practical internships and the overall degree. However, it is important to highlight that the graduates perceive that completing the project enabled them to develop a set of transferable skills that are highly valued in professional employment, which undoubtedly helps improve their employability. Finally, the potential of linking the final year project with practical internships is suggested. [ABSTRACT FROM AUTHOR]

This work aimed to analyse the adaptations made to the design, supervision and teacher-tutor assessment of final-year projects (FYP) in a physical education teacher education programme to identify their perceptions of the changes made to non-face-to-face teaching derived from the COVID-19 epidemic. For this, an open-ended questionnaire was administered to 17 teachers familiar with formative assessment at the end of the 2019–20 academic year. A qualitative content analysis was also carried out that gave rise to different categories. The teachers did not perceive major changes in FYP tutoring, although the absence of face-to-face contact did cause them difficulties as they had to offer methodological solutions based on new technologies and give greater attention to the students. We highlight the need to continue investigating the perspectives of both teachers and students when implementing strategies to help students to self-regulate when working on their FYPs. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion 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 Revista Complutense de Educación 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.)

This paper describes and evaluates the educational interest of LearningRlab, an educational R package developed for teaching statistics in computer science engineering. The package was developed by final degree project students to be used as an educational environment for statistics students who evaluated the package and provided feedback for future versions. Such a process increases the motivation of both groups of students. This paper presents how the use of the R packages conceived and developed for engineering education can improve the learning process in the computer science engineering bachelor's degree. Two different evaluations, one performed by a group of statistics students, and the other performed by final degree project students, were used to evaluate the impact on the learning process of the first version of the package to develop the second version of the package, which corrects and enhances the first version. The evaluation results show a positive effect on the learning process in both subjects. The analysis of the learning outcomes reflected in the grades of the experimental and control groups demonstrates that LearningRlab can be used as a teaching aid for statistics and final degree project subjects of the computer science engineering degree. The average laboratory grade of the students who used the package (5.76) was noticeably higher than the average laboratory grade of students who did not use it (1.84). [ABSTRACT FROM AUTHOR]

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte 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 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 Revista Complutense de Educación 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.)

Final Degree Projects (FDPs) in scientific and technical studies are often the first significant approach to real research and can be a challenging step for students. Their own experience at this stage can influence the students' professional calling to a research career instead of other technical occupations. In any case, it should be an interesting experience for students, regardless of their future career. Thus, suitable guiding by academic tutors is vital to favor the engagement for scientific research as a feasible professional career in youngsters. The aim of this work was to point out our own experience when it comes to teaching how to research, inspired by research-based learning. In other words, this is an example about how to introduce final degree students to research, to prepare them for a possible future career in the research world. Specifically, the expectation for each FDP was to materialize their work in the publication of a research paper or a conference communication, in the context of research carried out in the frame of a transference project with a firm purpose: to emphasize how their work will be applied as a solution to a real problem. To achieve this goal, a general didactic guide (which should be customized for each student) is presented, adapted to a chemical engineering laboratory, mainly devoted to biodiesel and biolubricant production. [ABSTRACT FROM AUTHOR]

This study shows the design and validation of the set of questionnaires called IKasGral, the aim of which is to explore students' perceptions of the development of crossskills deployed in the Final Degree Project (Bachelor Thesis) in Education degrees (Pedagogy, Social Education, Early Childhood Education and Primary Education). The article describes (i) the validation process, which was carried out with five experts in the field and a doctoral student related to the subject; and (ii) the reliability of the instrument by 48 students from four Education degrees of the University of the Basque Country at its three campuses. Results were positive with respect to the index of content validity (0.81) and an internal consistency of over 0.6, according to Cronbach's alpha coefficient of reliability. This study concludes by pointing out that these questionnaires can be transferred to other contexts that share the same or similar aims and open up the possibility of monitoring cross-skills in the Final Degree Project subject for the Degrees in Education. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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.)

Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores. [ABSTRACT FROM AUTHOR]

Copyright of REMA: Revista Electrónica de Metodología Aplicada is the property of Universidad de Oviedo, Servicio de Publicaciones 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 Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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.)

Final Degree Projects (FDPs) in scientific and technical studies are often the first significant approach to real research and can be a challenging step for students. Their own experience at this stage can influence the students’ professional calling to a research career instead of other technical occupations. In any case, it should be an interesting experience for students, regardless of their future career. Thus, suitable guiding by academic tutors is vital to favor the engagement for scientific research as a feasible professional career in youngsters. The aim of this work was to point out our own experience when it comes to teaching how to research, inspired by research-based learning. In other words, this is an example about how to introduce final degree students to research, to prepare them for a possible future career in the research world. Specifically, the expectation for each FDP was to materialize their work in the publication of a research paper or a conference communication, in the context of research carried out in the frame of a transference project with a firm purpose: to emphasize how their work will be applied as a solution to a real problem. To achieve this goal, a general didactic guide (which should be customized for each student) is presented, adapted to a chemical engineering laboratory, mainly devoted to biodiesel and biolubricant production.

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores.

En términos generales, este trabajo se ocupa de poner en valor la investigación jurídica concebida y practicada desde una perspectiva contra-hegemónica. Para ello, se lleva a cabo un análisis comparativo entre la manera tradicional de concebir la investigación jurídica, representada por el método CLEO (por sus siglas en inglés), con la manera en la que se investiga en los TFG y TFM realizados siguiendo el itinerario de la Clínica Jurídica por la Justicia Social de la Facultad de Derecho de la Universidad del País Vasco (UPV/EHU). Como resultado del análisis se cuestiona la premisa epistemológica fundamental del método tradicional, basada en la separación hecho-derecho para, alternativamente, defender un modelo de investigación jurídica que, partiendo de una lectura de la realidad basada en el testimonio de quienes sufren discriminación grupal, considere el derecho, más que como un marco al que incorporar los hechos, un objeto de crítica y transformación social. In general, this work deals with the value of legal research conceived and practiced from a counter-hegemonic perspective. For this aim, it carries out a comparative analysis between the traditional way of conceiving legal research (represented by the CLEO method) and the way in which Final Degree Projects and Master’s Thesis are carried out by following the itinerary of the Legal Clinic for Social Justice of the Faculty of Law of the University of the Basque Country (UPV / EHU). As a result, the fundamental epistemological premise of the traditional method, based on the fact-law division, is questioned. Alternatively, the work defends a model of legal research based on the testimony of those who suffer group discrimination, considering the law, rather than as a framework to which incorporate the facts, an object of criticism and social transformation. Available from: https://doi.org/10.35295/osls.iisl/0000-0000-0000-0951

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 Magister: Revista de Formación del Profesorado e Innovación Educativa is the property of Universidad de Oviedo, Servicio de Publicaciones 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 Acciones e Investigaciones Sociales is the property of Facultad de Ciencias Sociales y del Trabajo 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 Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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 Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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 Grafica: Journal of Graphic Design / Documents de Disseny Gràfic is the property of Universitat Autonoma de Barcelona 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 Española de Documentación Científica is the property of Consejo Superior de Investigaciones Cientificas 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 European Higher Education Area and the implementation of the new degrees have resulted in a number of changes in the Spanish university system, among which is the Final Degree Project as the culmination of the training process. This paper arises from an innovation project focussed on collaborative learning and pyramidal tutorials to produce the Final Degree Project. A total of 31 students from Bachelor's degrees in Pre-School and Primary Education, and five teachers from the Faculty of Education at the University of Córdoba participated in this project in the 2014/15 academic year. In order to assess the benefits of the project and evaluate its development, an analysis was carried out by means of a descriptive methodology, combining observational instruments and rubrics for data collection. The data analysis and interpretation was performed using a triangulation of sources (observation, interviews and discussion groups) and the Nudist Nvivo qualitative analysis software. The results revealed that the experience has been very positive and enriching. The need to continue with this kind of project to improve the benefits in the student learning process and the assessment of the Final Degree Projects was also deduced. [ABSTRACT FROM AUTHOR]

In this article, we explore the scope and orientation of students’ final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical ‘moves’. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education. [ABSTRACT FROM AUTHOR]

The Tutorial Action Plan (PAT) in the University School of Nursing, is central to the teaching action of professors. The tutor orients in the learning process and the preparation of the Final Degree Project (TFG). In this paper we present the results of research conducted with tutors and students, which aims to evaluate the design and development of the TGF, academic results and their experience and expertise. A descriptive qualitative and quantitative joint design of research and participation. A total sample of 124 students of 4th year in the nursing degree and 37 TGF tutor. Data collection techniques: Academic and evaluation results; 3 focus groups with students and professors; three semi-structured interviews open to students. Results indicate that the most commonly chosen typologies were literary reviews (38.75%) and care plans (24.2%). 63.9% of the chosen topics include Maternal, Pediatric and Clinical Nursing. Students and tutors struggle to develop the TGF and greater tutorial culture is required. It is a complex process of organization and coordination which, however, allows collaborative work of the entire faculty. [ABSTRACT FROM AUTHOR]