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Many teachers have a culturally learned negative perception of teacher evaluation. The objective of this research is to measure teachers' perceptions regarding the evaluation of pedagogical performance, as a basis for educational innovation. Teachers are influenced by negative cultural learning and/or internal fears of evaluation. Research methodology: the design is quantitative, non-experimental, the data collection is transactional with a piloted instrument that contains 136 variables in three axes: evaluation of the professional teaching service, commitment and labor innovation, and quality of teaching. Randomly 392 teachers are measured. The analysis is descriptive; Correlational and Principal Components. The conclusions reflect the current educational paradigm, unfavorable learned attitudes towards evaluation and fear of being exposed with evaluations, arguing that they focus on theory and omit professional praxis. Contribution of results. The relevance of evaluating teaching work is underlined, as support for teaching-learning innovations towards new hybrid pedagogical models. Teacher training focuses on changing positive attitudes towards job evaluation, as a factor "ä priori" for educational innovation. The importance of motivating teaching commitment and research to innovate learning models by transforming post-pandemic paradigms.

The university perception of the teaching-learning process: online education vs face-to-face education, once again shows that students want to be present in the classroom again or resort to hybrid classes, since they consider that online learning it does not pay them substantially in their professional training. The present study is quantitative, descriptive, and explanatory, cross-sectional and with a sample by availability. Three axes’ variables are analyzed: demographic, socio-educational descriptors and the one that refers to the teaching-learning process online vs face-to-face. The general objective is to analyze the perceived differences between online education situations and face-to-face education in the current pandemic situations conditions. Attendance or hybrid classes is already an observable fact in the different HEIs in our country, it is necessary to be prepared in this new contingency in the teaching-learning process to incorporate leveling strategies among the population that has been left behind by the situation pandemic in which it has lived.

After the declaration of a health contingency by the WHO and the Mexican government, the university community took refuge in their homes, waiting to return to face-to-face classes. As the confinement dates lengthen, online educational interactions are hampered because students’ manifest problems related to the internet and technological-digital resources, since now they must be shared with relatives who are also in confinement; In addition, some students work online, which complicates the situation in which they live, study and work. Although learning is involved in these situations, it is not addressed in the present study; The results provide elements that lead to lines of research where, from the student perspective, the role of the teaching-learning process, academic performance and learning are reviewed, as well as the relationship between education and online work. In this context, the proposal of the study is exploratory, quantitative, and longitudinal; The sample is for convenience and 31 (August 2020) and subsequently 28 students (March 2021) voluntarily participated. The objective is to explore the conditions in which undergraduate students solve socio-educational-labor situations with the use of technological-digital resources during the COVID-19 pandemic.

University professional training is the sum of individual and group efforts that are intertwined as students and teachers advance, semester or annually. It has its precedent in curricular designs and may or may not be spiced up with job training. The objective is to analyze the relationships of the elements of professional training, curriculum design and training from the university perspective. The present study is quantitative, cross-sectional and with a sample by availability. 18 variables that make up the axes of Vocational Training (8), Training (4) and Curricular Design (4) are analyzed, the results of which have been treated with Pearson's Product Moment Correlation analysis; the scale used is decimal ratio. The participants were 65 teachers and 138 students from different Academic Units. It is stated that the themes that allude to the social rights, rights, and obligations of the workers, the Afores, the educational-labor reforms should be considered as cross-cutting themes in any university career due to their socio-educational-labor implications.

This article tries to give a statistical explanation that links elements of curriculum design, professional training and job training through quantitative research. An instrument was elaborated expressly containing the three axes described above, with 10 simple variables per axis, obtaining a total of 30 variables of decimal ratio measurement. For this study, a statistical analysis of Cronbach's alpha was performed for the reliability of the instrument; frequency and percentage to describe the sample and a factor analysis for the integrational explanation of the phenomenon under study.

This article elucidates the concept of curriculum, in an entitative way to educational processes. It consists of a documentary investigation that tries to account for the construction of the curriculum both chronologically in principle and from the educational perspective in a second instance. A panoramic tour is made of the main international authors and a small emphasis on national authors, since there is a great development in this disciplinary field by Mexican researchers. The importance of this work lies mainly in the former confining the term curriculum only to the curriculum or curriculum mesh, however it has countless elements that give directionality to the educational process in terms of actors, methodology, infrastructure, programmatic contents, etc.

Psychological representations, as a reflection of beliefs, norms and values, are spiced up by individual perspectives as a result of their experiences and expectations, which are the result of the constant interaction of students with their sociocultural context, which allows studying, based on the palabra estímulo vocational training, the reflection of culture in the cognitive configurations of students. The objective of the research is to analyze the differences in psychological meanings of professional training in women and men from the studied career; the research design is qualitative, cross-sectional and sampling by availability; The results are based on the perspective of 57 students who show the interactions through the psychological meanings that women and men express with the Natural Semantic Networks (RSN) technique. The contribution of the present study is the use of the RSN technique to identify the shared codes of the students that reflect the psychological meanings about their own professional training.

Based on the results of an investigation “Alternatives of human development with labor qualification", attributes are extracted as inputs that the workers indicate as important in: job performance, training, human development and job reality expressed in task variability, job identity, importance of work, autonomy of functions and performance feedback. Integrated results reflect an innovative development and training scheme based on worker needs parallel to personnel administration. The integrated results reflect an innovative development and training scheme based on worker needs parallel to personnel management. Personnel development has four levels: 1st Strategic planning of work development. In this part, the organization reviews: job profiles, recruitment and selection techniques; 2nd Diagnosis of training and development needs: the employee's trajectory is evaluated from: induction, interview to visualize the worker's expectations, skills, attitudes and experience, a personalized business career design is built; 3rd Development and job training with an apprenticeship program: application in three strata: staff who make managerial decisions; employees of administrative, management and logistics services; line operators and maintenance services; 4th Context, work processes and aspects of the employee's personality, experience, work climate, type of work and level of command, nature of the work, high-performance collaborative tasks, operations management, production, technologies, etc.

It is intended to find learned cultural characteristics, related to genders, susceptible to transform learning for labor equity. By promoting equitable conditions at work, equitable gender participation is promoted in the automotive production sector, a job niche occupied by men. A verification instrument is applied for a descriptive qualitative research with the non-experimental method of interviews with five experts from the productive sector, to investigate on active workers in companies in the automotive sector. The results show different topics of gender learning such as: the behavior of women in jobs that were exclusive to men, investigating the relationships between power and authority regarding gender roles, skills and behavior patterns; mixed work teams; gender role learning: practical advice to be competitive; empower in informal education; strategies for the change of paradigms to obtain labor and political power; attributes of learned roles; differences between power and authority and leadership attributes to empower women, in equality with men. The verification instrument includes types of power, to identify informal keys to empowering women in the labor market and thus access decision-making positions.

On-the-job development apprenticeship online training quantitative research. The perspective is pedagogical centered on the worker supported by theories of labor development. Made with a random sample of 326 workers from 5 companies in Coahuila. The objective is the optimization of human, technical and financial resources of the workforce for quality productivity. The administration for the development of the human factor is systematized with surveys via the Internet. The development and satisfaction of employees is manifested in organizational behavior and overall quality of work. The business investment for high productivity and personal satisfaction returns is in training. The objective is to complement the training with administrative tools for worker development. The subtopics are supported by theories of virtual learning that consider the central dimensions of the work that motivate the tasks: variety, identity, value, autonomy and feedback; online learning methodologies. The idea that the task itself is key to motivating administration workers; strategic programming; career prospecting; didactics for adults; operation of programs with internet; evaluation of training in virtual classrooms; redesign "e learning" and evaluation of distance training.

Quantitative non-experimental research studies of basic teachers training and its pedagogical relevance to develop or limit the updating of learning towards the professionalization of postgraduate teachers. The academic sufficiency of students of basic teachers to access higher studies has been discussed. The research proposes of these students teaching practice as learning to continue higher professional development. The research has vertical transactional data collection applied to the random sample of 47 students of basic teachers from a population of 224 master's students. The descriptive analysis is carried out in six signal variables, three axes: systems of teacher training discipline, school achievement in normal school and efficiency in master's studies, inserted are five complex variables. The analysis is descriptive correlational (Pearson) and multivariate factorial. The results show the achievement of the objectives of teaching experiences in professional practice and the relationship with productive learning. Attributes of basic teachers’ students support learning based on teaching experience are being fair, consistent, and productive, with a positive attitude, respectful, goal-oriented, proposing alternative solutions to real problems in teaching. The research provides information for the integration of public educational policies that impacts the training and updating of the impacts the training and updating of the teaching profession, attending to educational problems for the teaching development towards postgraduate degrees. The assertive students of basic teachers training with practices and professional teaching is constituted in formative learning for development in higher education The intentional educational training and teaching develop in students of basic teacher skills such as: self-awareness, self-esteem, conscience, moral judgment, empathy, social perspective, self-regulation and formation of values.

The main objective of this study is to develop a technique to evaluate the cognitive dispersion that exists in the contents and subjects of the curricula. The problem perceived by the authors is that learning is difficult when students have a greater diversity of subjects in their daily classes, when there are too many subjects per course or curricular axis and when they have fewer hours/class per day, which probably represents them greater cognitive complexity due to the dispersion of the contents to be learned. The experience of the authors in the design of the curricula has implied assessing the cognitive dispersion of multiple cases and the role of academic planners in systematically avoiding it. This research collects the methodology and experience of other studies in various areas and applies them in order to obtain a Cognitive Dispersion Index that allows us to evaluate this aspect when designing the study programs.

Among the fundamental conditions of the human being considered for optimal performance at work are social interpersonal relationships. These are an essential part of psychological stability and the work environment. From a biological perspective, the human being is diligently dependent on communication and social coexistence. It is essential to survive the social need to be productive and work in functions that allow you to sustain yourself and give to others, this forms the labor relations. This is where the optimal development and capacity is measured within the assigned jobs that you have within the work environment. The variables measure with quality standards and objectively emotional indexes generated within the work. The objective of this non-experimental, quantitative research is to analyze how interpersonal relationships impact on job satisfaction, since that is where the conditions create feelings of pleasure, attachment or investment, reflecting personal and work success. Here we show innovation factors that impact the sense of work belonging based on experiences of workers and within the environment, which generate feelings of well-being and satisfaction that impact good work performance.

This research addresses personality from the work developed by The German psychologist Hans Jurgen Eysenck and his personality questionnaire and academic performance is generated from ideas developed by Vargas where they approach individual, family and institutional are taken into account. The goal is to know the underlying relationship between personality and perception of academic performance in music students at the bachelor's level. Quantitative, non-experimental, transverse design characterizes the population and correlates the information collected. The methodology is a correlation Moment Product of Pearson, among the topics already described. The contribution is to provide an objective study on what this particular group considers with regard to its academic performance and how it affects the personality of the students. This opens up a different spectrum in terms of the emotion and sensitivity of subject behaviors and educational context.

Leisure and free time are a part of human beings’ life, and perhaps neither how nor why is thought of. In leisure, activities are individual and obligation free; free time activities, although can be chosen whether to do them or not, are linked to social pressures and included in the legislation and as universal human rights: Recreation, amusement and rest. The objective of the article is to analyze the way in which the post-degree students visualize and incorporate the leisure and free time in their everyday life. The used method is quantitative, explorational-descriptive, and transversal. The article contributes demonstrating the subjective wealth that impregnates the leisure forms and free time activities into the way each of the individuals do things, think, say, and spend time in their educational, social, and work related relationships and interrelationships. The questionnaire was answered by 70 post-degree students ―53 women and 17 men― most of them working. Some female students spend 15% of their week in free time activities and 27.5% to leisure; in both activities men said to spend 27% of their week. Only 16 women and six men consider free time as a fundamental human right.

This research provides insight into the most current topics from the perspective of educational figures regarding stereotypes that surround symbolic violence, including vocational orientation or curriculum, sexuality, racism, economic level, machismo and violence per se. It is observed how within today's society these topics become a topic of discussion, so it is important to know the factual reality offered by statistics to determine how they are presented in schools. The aim is to know the reality that confines symbolic violence in schools. The methodology used is quantitative at a descriptive level frequently and percentage for signalitic and univariable analysis with central trend and dispersion statistics. The contribution is an objective look at the current situation of symbolic violence in educational contexts, from the perspective of teachers.