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The required training of university teachers has been increasingly affected by changes in world politics, a product of globalization that is giving new profiles to the world of work. This study analyzes the differential perceptions of resilience, daily spiritual experience and self-efficacy of Brazilian university lecturers based on postgraduate academic training. For this reason, a quantitative and cross-sectional study is presented with the participation of 189 lecturers from a private university in the northeast of Brazil. The representations of the participants were evaluated from the answers given to the scales of resilience, daily spiritual experience and self-efficacy of the university lecturers, depending on the postgraduate training. An analysis of the differences based on graduate training suggests that graduate lecturers perceive themselves to be more resilient than their non-doctoral and doctoral peers; that non-doctoral university professors perceive a greater acceptance of life than doctorates; there was no significant differentiation in everyday spiritual experience; Postdoctoral university professors stand out for feeling greater self-efficacy in relation to didactic strategies for lesson planning, didactic strategies to actively involve students, and didactic strategies to promote interaction in the classroom. It is concluded that postgraduate training influences the representations of university professors about the way in which they face the adversities of daily work and how they evaluate their teaching self-efficacy. It follows that the promotion of postgraduate training of university professors is of utmost importance, specifically at the postdoctoral level, since this variable can become a determining factor in the quality of the service provided by the university.

La situación generada por el obligado confinamiento a la sociedad por la COVID-19 ha llevado, en muchos países, a cambios en los hábitos de vida que han generado numerosos estudios para conocer los efectos de esta nueva situación social. Un importante cambio fue la digitalización del trabajo y, por ende, de la enseñanza, provocando la inmersión forzada en una educación escolar a distancia de una manera abrupta. Se realizó un estudio empleando metodología cuantitativa y basado en un diseño ex post facto, con el objetivo de analizar el impacto que ha tenido el confinamiento por COVID-19 en el desempeño de los escolares (de 3 a 12 años de edad). Un total de 529 participantes completaron el cuestionario CIEN (Cuestionario sobre el Impacto Educativo en la Infancia) sobre impacto educativo de la COVID-19 en sus hijas e hijos escolarizados en España. Los resultados arrojaron un modelo robusto basado en ecuaciones estructurales que explicó el 39,7% de la varianza en el desempeño escolar en casa, siendo la relación familia-escuela, la variable que reveló mayor peso explicativo (?=.505; p, The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children’s education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight (β=.505; p

El mundo escolar ha tenido que hacer frente a numerosos desafíos como, por ejemplo, nuevos modelos de aprendizajes, nuevos procedimientos y estrategias didácticas.Se presenta un estudio sobre la implementación de un programa de aprendizaje con el uso de las tecnologías emergentes 3D en las aulas de Educación Infantil.La metodología utilizada tiene carácter mixto, es decir, con una metodología cuantitativa se procede a la evaluación de los resultados del programa de aprendizaje implementado, además de conocer, a través de un análisis cualitativo, la percepción del profesorado en la implementación del programa de enseñanza-aprendizaje y su formación acerca de las nuevas tecnologías.El programa se ha llevado a cabo en un aula de tercer curso de Educación Infantil (nº=20) con alumnado de entre 5 y 6 años de edad.Se obtuvo las siguientes conclusiones: la mayoría de los ítems analizados están por encima de la media, encontrando la diferenciación entre 2D al 3D como el ítem más bajo, y destacar como muy viable el uso de estas en edades tempranas, donde la mayoría de ellos se desenvolvieron sin mayores problemas. En cuanto a la información recabada sobre la percepción del profesorado, observamos como la mayoría de ellos estarían interesados en saber utilizar esta tecnología emergente, y destacaban que la necesidad de más formación en este ámbito.

The school world has had to face many challenges, such as new learning models, new procedures and teaching strategies. A study is presented on the implementation of a learning program with the use of emerging 3D technologies in the classrooms of Early Childhood Education. The methodology used is mixed, that is to say, with a quantitative methodology the evaluation of the results of the implemented learning program is carried out, as well as knowing, through a qualitative analysis, the perception of the teaching staff in the implementation of the teaching program-learning and its training about new technologies. The program has been carried out in a classroom of the third year of Early Childhood Education (nº = 20) with students between 5 and 6 years of age. The following conclusions were obtained: most of the items analyzed are above the average, finding the differentiation between 2D and 3D as the lowest item, and highlighting how very viable the use of these at early ages, where most of them They developed without major problems. Regarding the information collected on the perception of the teaching staff, we observed how most of them would be interested in knowing how to use this emerging technology, and highlighted the need for more training in this field.

Resumen tomado de la publicación El aprendizaje basado en experiencias que desarrollan las competencias profesionales es fundamental en la formación del profesorado, concretamente de Educación Infantil. Este estudio revela la percepción del profesorado en su formación inicial sobre el uso de la tecnología 3D y el desarrollo de la creatividad. Este trabajo es el resultado de una de las acciones formativas que se enmarcan dentro del conjunto de actuaciones emprendidas por el proyecto Dream Makers, un proyecto internacional Acción Clave 2 (Key Action-2) de Cooperación para la Innovación e Intercambio de Buenas Prácticas. Dream Makers es un proyecto de investigaciónacción que se fundamenta en tres pilares básicos: inteligencias múltiples, creatividad y tecnología emergente en 3D. Participaron 101 estudiantes a los que se administraron tres escalas tipo Likert para evaluar el grado de satisfacción y percepción sobre los distintos aspectos de la formación impartida. Las variables objeto de estudio fueron: motivación, relevancia, claridad y realismo/practicidad de los contenidos del programa de aprendizaje. Los resultados reflejaron un alto interés por la tecnología emergente 3D. El 96% de los participantes percibieron los contenidos del programa muy relevantes para su futuro profesional. Un 85,5% encontró la temática muy real y práctica. La motivación que en mayor medida se seleccionó por los asistentes fue adquirir nuevas habilidades, siendo un 74% el alumnado que seleccionó dicha opción. Concluye que los resultados encontrados auguran expectativas positivas para el uso e implementación, en un futuro no muy lejano, de tecnología 3D en las aulas de Educación Infantil. Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP

The world is under a process of globalization that implies an increase need of adaptation and ‘survival’. Pre-school education as a setting that prepares children for their future needs to be side by side with it. Children in poverty lack many times opportunities to be in the centre of this development. Dream Makers project is a longitudinal study that aims to help pre-school children in disadvantage develop their creative, cognitive and technological skills. Through a social sciences methodology 3D technology is introduced. The ultimately goal is to develop a new model for curriculum education while promoting inclusion. Practical implications are discussed.

The first time we can find Emotional Intelligence concept is in a paper written by Peter Salovey and John Mayer in 1990. They describe Emotional Intelligence as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and. From the beginning of Emotional Intelligence concept, many studies have confirmed a high correlation between Emotional Intelligence and well-being and multiple variables of social adaptation. In this way, Cádiz Government has the purpose to contribute to personal and social development and to improve social well-being and the quality of life. For that, they made a request to Emotional Intelligence Laboratory from University of Cadiz for the development of educational programs to improve social adaptation of women from Cádiz. As a result of this collaboration, our main target is to design a Emotional Socialization Program based on Mayer and Salovey (1997). In this paper, our objective is to confirm the impact of emotional training sessions on the family climate of a sample of women from Cádiz ( N = 60), with a double intention, improve women well-being and that this improvement will benefit their family. The results show a statistically significant improvement in the variables of Family Climate Scale (Moos, Moos and Trickett , 1995), with no influence of other variables such as age, employment status or marital status. This study provides preliminary empirical evidence on the importance of working Emotional Intelligence (Mayer and Salovey, 1997 ) to improve personal and familiar well-being.

The accelerated expansion and dissemination of digital technologies has been promotingcreativity and pedagogical innovation. In turn, creativity and innovation are today’s socialcapital. Education plays a key role in this process as it is the engine of economic, social and human development and the future of societies. In addition, the world has evolved with technology, based on two interdependent allies, creativity and innovation. The purpose of this study is to reflect on the importance of creative and innovative environments, which are an enabler of pedagogical transformation and social progress. Methodologically, it was used a bibliographical research collected in electronic repositories of free access from the descriptors educational environments, creativity, innovation and technologies. The results consistent with the literature suggest that the task is required of teachers to design environments that are conducive to the development of skills that reflect openness, coping with risk, critical thinking, flexibility, sensitivity, questioning and nonconformity, whose direct impact is fundamental to the process in the future life of students, in human development and in social progress.

Emotions have been triggering investigative interest for a long time due to the effect they have on people's lives and there is a growing importance in the educational field in the school context. The purpose of this study is to describe the relationship between perception, expression and appreciation of emotions and social adjustment of preschool children. For this purpose we used the documentary research based on four empirical works, carried out in Portugal (n = 2) and Spain (n = 2) between 2011 and 2016, resulting from the application of the “Percexval” test to assess the ability to understand, express and value emotions of preschool children (children aged 3 - 6 years). The correct answers given by the children were confronted with the criteria of the external judges constituted by their kindergarten teachers. Results suggest significant and positive associations between perception of primary emotions and adaptation (2), control (3) peer acceptance (2) and negative with conflict; and significant and positive associations between perception and appreciation of primary emotions and adaptation (4), control (4), academic achievement (4), peer acceptance (2), and negatives with conflict. It is concluded that the promotion of early emotional education contributes to enhance the psychosocial adaptation of individuals.

espanolEl objetivo de este estudio fue evaluar las competencias a mejorar en la formacion inicial y permanente, con el fin de prevenir el sindrome de burnout en el profesorado de dicha etapa educativa etapa. El burnout puede ejercer una influencia negativa en los procesos de ensenanza y aprendizaje, en el ambiente del aula y en los patrones de conducta que se transmiten a las ninas y ninos en formacion. Se estudian las posibles necesidades formativas del profesorado de Educacion Infantil dirigidas al desarrollo de un equilibrio de los estados de animo del profesorado y a transmitir seguridad, tranquilidad y afecto, factores que contribuyen al progreso armonico e integral del alumnado. Han participado un total de 91 profesores de Educacion Infantil. A todos ellos se les administro el Maslach Burnout Inventory (MBI-HSS) y el Trait Meta-Mood Scale (TMMS), utilizando un diseno ex post facto. Los resultados mostraron que los participantes presentaban niveles no significativos del sindrome de burnout. El profesorado Educacion Infantil percibe poseer unos niveles altos de competencias emocionales en sus tres dimensiones (Claridad, Reparacion y Atencion). Asimismo, la percepcion de autoeficacia en la dimension emocional “reparacion”, surgio como factor de proteccion ante el burnout. EnglishThe aim of this study was to evaluate the competences to be improved in initial and permanent formation, in order to prevent burnout syndrome in the teachers of this stage of education. Burnout may have a negative influence on the teaching and learning processes, classroom environment and behaviour patterns that are transmitted to children in training. The possible training needs of the Early Childhood Education teachers are studied in order to develop a balance of the teachers’ moods and to transmit security, tranquility and affection, factors that contribute to the harmonious and integral progress of the students. A total of 91 teachers of Early Childhood Education participated. They were all administered the Maslach Burnout Inventory (MBI-HSS) and the Trait Meta-Mood Scale (TMMS), using an ex post facto design. The results showed that participants had non-significant levels of burnout syndrome. The Early Childhood Education teachers perceive that they possess high levels of emotional competence in their three dimensions (Clarity, Reparation and Attention). Likewise, the perception of self-efficacy in the emotional dimension “reparation” emerged as a factor of protection against burnout.

The first time we can find Emotional Intelligence concept is in a paper written by Peter Salovey and John Mayer in 1990. They describe Emotional Intelligence as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and. From the beginning of Emotional Intelligence concept, many studies have confirmed a high correlation between Emotional Intelligence and well-being and multiple variables of social adaptation. In this way, Cádiz Government has the purpose to contribute to personal and social development and to improve social well-being and the quality of life. For that, they made a request to Emotional Intelligence Laboratory from University of Cadiz for the development of educational programs to improve social adaptation of women from Cádiz. As a result of this collaboration, our main target is to design a Emotional Socialization Program based on Mayer and Salovey (1997). In this paper, our objective is to confirm the impact of emotional training sessions on the family climate of a sample of women from Cádiz ( N = 60), with a double intention, improve women well-being and that this improvement will benefit their family. The results show a statistically significant improvement in the variables of Family Climate Scale (Moos, Moos and Trickett , 1995), with no influence of other variables such as age, employment status or marital status. This study provides preliminary empirical evidence on the importance of working Emotional Intelligence (Mayer and Salovey, 1997 ) to improve personal and familiar well-being.KEY WORDS: Emotional Intelligence, family climate, emotional competencies.Resumen:El concepto de Inteligencia Emocional nace en 1990 en un artículo escrito por Peter Salovey y John Mayer, quienes la describen como la capacidad para percibir y expresar las emociones, asimi lar las emociones en el pensamiento, comprender y razonar con emoción y regular las emociones en uno mismo y en los demás. Desde el nacimiento de la Inteligencia Emocional, numerosas investigaciones han confirmado una elevada correlación entre la Inteligencia Emocional y el bienestar personal y múltiples variables de adaptación. En esta línea, la Fundación Municipal de la Mujer del Excmo. Ayuntamiento de Cádiz tiene como finalidad fundamental contribuir al desarrollo individual y social y a la mejora del bienestar social y calidad de vida de las mujeres gaditanas. Por este motivo, solicitó la colaboración del Laboratorio de Inteligencia Emocional de la Universidad de Cádiz para el desarrollo de programas educativos dirigidos a potenciar la adaptación social de las mujeres gaditanas. Como resultado de este convenio de colaboración, desde el Laboratorio de Inteligencia Emocional elaboramos un programa de Socialización Emocional basado en el Modelo de Capacidades de Mayer y Salovey (1997). En este trabajo, nuestro objetivo es confirmar el impacto de las sesiones de entrenamiento sobre el clima familiar de una muestra de mujeres gaditanas (N = 60) con una doble intención, mejorar el bienestar de las mujeres y que esta mejora beneficie a sus familiares. Los resultados muestran una mejora estadísticamente significativa en las variables de la Escala de Clima Social en la Familia (FES; Moos, Moos y Trickett, 1995), sin existir influencia de otras variables como la edad, situación laboral o estado civil. Este estudio ofrece evidencias empíricas preliminares sobre la importancia de trabajar la Inteligencia Emocional (Mayer y Salovey, 1997) para mejorar el bienestar personal y familiar.PALABRAS CLAVES: Inteligencia emocional, clima familiar, competencias emocionales

ASSESSING THE ABILITY TO PERCEIVE BASIC AND COMPLEX EMOTIONS IN DEAF PEOPLE WITH THE PERVALE-SA poorly understood aspect in deaf people is their cognitive emotion information processing abilities. Deaf people have more difficulties to distinguish the tone, intensity and rhythm of the language that listener people. When deaf people that they acquired deafness oral communication system, so they achieve a greater development of self and understanding of own and others’ emotions than deaf people who develop a gestural (LSE). PERVALE-S software is a tool for assessing perception, expression and evaluation both basic and complex emotions in deaf people with different communication codes (verbal and gestural). PERVALE-S presents visual images and instructions (by an interpreter), where the subject must identify what the image conveys both emotion and intensity level. Though the small simple, initial finding indicated that age (.556**), gender (.438**) and just gestural deaf people (.556**, 1: oral; 2: gestural)- last one, the assessment (all of them did not show interaction effect). An alternative explanation, for the better performance among gestural, in that oral deaf people he been training focus his visual perception in the mouth under social context situation, while just gestural spend more time paying attention on the rest of body when they need to accurate a social emotion. Eye tracking instrument will be used to test this hypothesis.Keywords: perceiving emotions, assessing emotions, deaf people,performace measure of emotion.Resumen:Un aspecto poco conocido de las personas sordas es su manejo de las emociones como habilidad cognitiva. Software PERVALE-S es una herramienta para la evaluación de la percepción, la expresión y la evaluación de emociones básicas y complejas de las personas sordas, con diferente código de comunicación (verbal y gestual). PERVALE-S presenta imágenes visuales e instrucciones (a través de un intérprete), en el que el sujeto debe identificar lo que la imagen transmite tanto la percepción de la emoción correcta como su nivel de intensidad. A pesar de la pequeña muestra que tenemos, se han encontrado algunos resultados los cuales indicaron que la edad (.555**), el género (.438**) y el sordo no oralizante (.556**)- cuando nuestra hipótesis era lo contrario; rindieron significativamente en la prueba de emociones sociales. La explicación a éste último se debe a que los sordos oralizantes están más entrenador a fijarse en la boca de la otra persona que los de LSE, y por lo tanto no captan parte de la imagen visual que los de LSE, y por tanto no captan parte de la imagen visual para reconocer la emoción con la misma eficacia que los no oralizantes.Palabras claves: Percepción de emociones, evaluación de emociones, personas sordas, medi-das de la emoción.

espanolPresentacion al monografico: Educacion ambiental y fotografia EnglishPresentation to the monographic: Environmental education and photography

A educação emocional é fundamental para a adaptação pessoal e social do indivíduo. Assim sendo, buscou-se por meio desta pesquisa adaptar a prova para avaliar a capacidade de perceber, expressar e valorizar emoções das crianças portuguesas na educação pré-escolar. Após equivalência semântica, operacional, conceptual e de itens, a prova foi respondida por 374 crianças. Os dados obtidos foram contrastados com critérios externos avaliados pelas representações das 26 educadoras de infância. Verificou-se maior número de acertos em relação à alegria e à tristeza na subescala perceção e expressão das emoções básicas com a escola privada a apresentar maior rendimento; que a perceção e valorização das emoções básicas aumenta em função da idade; que o género feminino apresenta maior performance na subescala perceção e valorização das emoções básicas; e relações significativas positivas entre as subescalas em análise e os critérios externos - adaptação, controlo, rendimento e aceitação, e correlações significativas negativas entre as subescalas e a conflitividade. A prova, embora em fase desenvolvimental, contribui para medir a adaptação pessoal e social das crianças portuguesas na etapa pré-escolar Palavras-chave: Perceção Emocional. Valorização Emocional. Avaliação da Perceção Emocional.