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During the confinement and post-confinement period, the continuous training centers at different Catalan universities adapted the lifelong learning of professors. The present study analyzes the education of lecturers from Catalan universities before and after the pandemic, as well as their perception of its impact. A documentary analysis was performed of the continuous training programs for professors. Posteriorly, an enquiry was made about the perception of impact of this training, through a descriptive and inferential analysis with the use of a questionnaire designed ad hoc. Results indicated an increase in training associated with institutional digital tools, online evaluation, and design of online courses. The efforts by the professors to implement the knowledge acquired is underlined, with a higher perception of impact observed in the areas of Social and Legal Sciences and Arts and Humanities. In addition, the main difficulties perceived were the lack of time for adapting their practice of teaching with the knowledge acquired, as well as the complexity of performing an online evaluation. It is concluded that there is a need for continuous training programs that help establish support networks and collaboration between professors for the improvement of teaching, and in which one of the priorities is online evaluation.

Introduction: The objective of the present study is to identify the main emerging trends and research lines with respect to pedagogy of death. Methods: The methodology was based on a bibliometric analysis of the main international scientific contributions found in the Web of Science (WoS) database. A total of 276 articles published between 2010 and 2023 were revised. The data were analyzed with VosViewer and Bibliometrix R which are software tools for building and visualizing bibliometric networks. Results: The main results show that the publications on pedagogy of death have increased through time, but decreased starting in 2020, both in the number of articles and citations. Discussion: Scientific evidence is also presented on the need to continue working on pedagogy of death. This study contributes toward maximizing the visibility of pedagogy of death work in different contexts. [ABSTRACT FROM AUTHOR]

Purpose: The objective of the present study is to compare the Personal Leadership Resources (PLR) of primary school principals in Spain and Portugal, before and during the COVID-19 pandemic. Design/methodology/approach: A quantitative methodology was used to analyze the data obtained from a questionnaire that measured the PLR of a sample of 308 principals from both countries (Portugal and Spain). Findings: The results showed that the education leaders utilized their PLR with less intensity in a health emergency. Also, it was shown that the PLR related to the need to know effective practices, the efficiency in problem-solving, and the management of one's emotions were crucial in moments of crisis. It is essential to identify the PLR utilized in moments of crisis to influence the training of education leaders to manage future emergencies efficiently. Originality/value: This is the first study comparing the PLR developed by school principals in Catalonia (Spain) and Portugal before and during the pandemic. [ABSTRACT FROM AUTHOR]

A growing and increasingly diverse immigrant population in Spain, and in particular in the region of Catalonia, places new and challenging demands on the educational system. In this study, we use a minority language rights framework to examine how Catalan educators conceptualize the linguistic and cultural rights of immigrant students, and the instructional and organizational practices they use to respond to the needs of these students within Catalan immersion programs. Interviews with teachers and principals and observations in classrooms and schoolyards were carried out in four elementary schools in two urban areas in Catalonia. Findings indicated that educators were adhering to a policy focus on the goal of social cohesion through Catalan language use and instruction; however, neither instructional strategies for non-native speakers of Catalan, nor use of their home languages for instructional support, were much in evidence. Although occasional efforts were reported to recognize students' home cultures in celebrations and activities at school, educators tended to view the home cultures in largely deficit terms. De facto segregation in schools serving almost exclusively immigrant students was identified by educators as a challenge both for elementary school instruction and for subsequent social integration of immigrant youth into Catalan society.

This work outlines the results from a study conducted to analyse the different management training programmes developed by Catalan universities, and the transfer of this training from the perspective of those who were trained and who later on took the position. The study was conducted through a sequential and explanatory mixed method, through the use of questionnaires and interviews. The sample consisted on 312 participants for the questionnaire, and the 36 for the interview. Results show that despite certain differences in the training approaches, those who participated evaluated them in a positive light, recognising not only the usefulness for opening a door to school direction, but also to broaden their knowledge and improve competences. Also, partaking on the training meant the implementation of changes in the management tasks, demonstrating that this training had an impact and was transferred to day-to-day realities. The conclusion is that management training is a key element for strengthening the professionalisation of school principals, especially in matters of leadership and organisation, which may allow overcoming obstacles such as excessive bureaucracy and lack of time. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Orientación Educacional is the property of Universidad de Playa Ancha de Ciencias de la 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.)

This paper presents a new portfolio-based methodology for supervising the Final Year Project (FYP) in Engineering studies at the Escola Politècnica Superior (EPS) at the Universitat de Lleida (UdL). The main aim of the portfolio methodology, or learning-folder, is to maintain the students" motivation throughout the FYP process, keeping their stress level within advisable limits and increasing the student teacher interaction. Thus, the students' well-being is improved and, as a consequence, the FYP completion rate rises. In order to achieve this goal, the proposed methodology emphasises the following aspects: (I) put in place a continuous outcome-based assessment, (2) plan and schedule periodic face-to-face meetings and (3) motivate the students to think about their own incentives. This methodology was implemented in a webbased tool, over the Sakai virtual campus. In order to compare our methodology with the traditional one, an evaluation was carried out during the 2008-9 and 2009-10 courses with a control group of 40 students and 11 teachers. The experimental results have shown that a high percentage of students who used the portfolio finished their FYPs within the time envisaged in the curricula plan. They also obtained higher marks in the majority of evaluated skills and planned their leisure time better. [ABSTRACT FROM AUTHOR]