Aula Abierta

Challenges in today's family education: positive parenting, couple communication and concerns regarding children education

2025-01-17T08:46:45+01:00

Positive parenting (PP) and couple communication (CP) are elements present in the education of minors, so it is necessary to explore their possible relationships. In this research, the levels of PP and CP were analyzed, the associations between dimensions, and the concerns of families in raising their children and the way of responding to their behaviors were identified. A quantitative-non-experimental, cross-sectional, descriptive-correlational research was carried out. 310 parents from the Region of Murcia participated. The results showed a greater tendency towards a negative communication style between the couple and lower scores in family involvement, stress control and communication. The associations between PP and CP were weak. Parents pointed out self-esteem, confidence, values and emotional management as the main concerns associated with parenting. They pointed to dialogue, reasoning and the search for solutions as the ways to proceed with the disruptive behavior of minors. Given the potential impact of PP and CP on the education of sons and daughters, it is essential to design personalized interventions that respond to the specific needs identified by families.

Service-learning contributions to entrepreneurial competence in initial teacher training

2025-02-05T15:14:39+01:00

Higher education institutions are immersed in a renewal process that affects their stakeholders as they navigate through the constraints imposed by uncertainty and complexity. This has led to the emergence of new meanings and different profiles in the community serving university mission, paying greater attention to inclusion, resilience, equity, and social justice. In this change process, aware of the positive relationship between initial training and teaching effectiveness, our work demonstrates the functionality of Service-Learning methodology (SL) for the transformative competencies acquisition by university students in their initial training stage as future teachers, analysing their contributions to the university learning social mission. An experimental study has been conducted to verify the efficiency of SL methodology in the entrepreneurial competence acquisition by evaluating the experimental group and the control group. The results show that the training action impacts the entrepreneurial intention (EI) improvement and intensifies the university education social dimension. It is concluded that there is a need to build training models for EI and to generalize their curricular integration in initial teacher training.

Improving educational outcomes in contexts of social exclusion through a STEM education program

2025-02-12T14:08:20+01:00

Currently, there is a clear necessity to enhance the qualifications of those working in the scientific-technological field. In this regard, a STEM education program was developed with the objective of stimulating scientific-technological development in compulsory education. This study had two objectives: (1) to assess the impact of the program on the educational outcomes of primary school students at risk of social exclusion, and (2) to examine the effects of the program on the level of academic competencies of university students. With regard to the first objective, the sample comprised 50 primary school students, while the second objective was addressed with a sample of 26 students enrolled in the Degree in Primary Education. The intervention comprised 20 tutoring sessions, during which university students conducted reinforcement activities with their primary education counterparts. With regard to the outcomes observed in the sample of primary school students, the experimental group demonstrated superior performance and more positive attitudes towards science compared to the control group. However, the results with university students did not align with expectations, as no significant differences were identified. In general, the effects of the program indicate a need for further research to improve the program and achieve the desired impact.

The relationship between technological self-confidence and mathematical creative thinking in primary education: The mediating role of self-perception of mathematics

2025-02-17T11:16:19+01:00

In the digital era, mathematical creative thinking, technological self-confidence, and self-perception of mathematics were essential skills for success in a world driven by innovation and problem-solving. However, these variables had not been thoroughly investigated. This study invesitigated how self-perception of mathematics acted as a mediator between technological self-confidence and mathematical creative thinking. Data were collected from 502 primary school students (56.6% female), with an average age of 10.86 ± .77 year, using online questionnaires and tests. Structural equation modeling was employed to validate the constructs and measurement tools. The results revealed that technological self-confidence had a positive impact on mathematical creative thinking, while self-perception of mathematics also positively influenced mathematical creative thinking. Furthermore, self-perception of mathematics played a significant mediating role in the relationship between technological self-confidence and mathematical creative thinking. This study highlighted the importance of incorporating technology and confidence-building strategies into mathematics curricula to better equip students for real-world problem-solving in a digital society.

Ethnicity and curriculum: representations of teachers descended from indigenous peoples on the northern border of Chile

2025-02-05T15:13:20+01:00

In Latin America, the predominance of a homogeneous concept of identity has been identified, generating a divorce between community knowledge and school, to the point that for those students who embody diversity in the classroom, school represents the place where they do not feel free, and their cultural identity is contradicted. This is evidently more sensitive in border contexts. This work proposes to analyze the representations of the teaching role held by teachers of indigenous descent in the Chilean region of Arica and Parinacota, bordering Peru and Bolivia. A qualitative, descriptive-interpretive study is presented, in which data collection was carried out through in-depth interviews and focus groups. The analysis, of a thematic type with mixed coding, resulted in the national curriculum being the central node of the representation of the teaching role, relegating its ethnic identity commitment to the background, evidencing the imprint of centuries of cultural invisibility and national homogenization policies. In this way, we seek to contribute valuable input for the construction of an education based on horizontal interculturality and bidirectional relevance.

Emotional Physical Education: Impact on learning satisfaction in future Chilean teachers

2025-04-28T09:08:43+02:00

Learning satisfaction has traditionally been measured through cognitive and experiential processes. Currently, due to its implication in professional performance, the focus is on considering the personal and emotional aspects of students in teacher training. The present work aims to analyze the perception of satisfaction with learning, in students of pedagogy in physical education, after the implementation of an emotional physical education program. The research, qualitative and cross-sectional in design, was composed of 142 students. Once the program was finished, 39 young people were selected who, organized in 4 focus group, delivered the information for scientific production. The results of the research account for the positive impact of the intervention program on the learning satisfaction of future teachers, as well as the awareness of the importance of emotional physical work for academic performance, the process and quality of learning, or the transfer to future teaching practices.

Determinant factors in early school leaving among Roma students: a gender perspective analysis

2025-04-24T09:10:23+02:00

Early school leaving among the Roma population, especially among girls, is a complex issue influenced by cultural, socioeconomic, and gender-related factors that perpetuate educational and social inequalities. This qualitative study, based on open-ended questionnaires administered to nine Roma associations from different autonomous communities, analyzes the causes, consequences, and measures to address this issue from an intersectional perspective. Factors such as early marriage, domestic responsibilities, and the lack of educational role models significantly hinder the school retention of young Roma girls. Additionally, institutional discrimination, school segregation, and the absence of cultural representation in the curriculum further reinforce their disconnection from the educational system, limiting their job opportunities and perpetuating intergenerational exclusion. The associations consulted emphasize the need to implement inclusive measures, promote cultural mediation, and foster female empowerment as key strategies to reduce school dropout rates. Initiatives such as cultural mentoring, awareness programs in educational settings, and community mediation have proven effective in improving school retention. An intersectional approach that integrates cultural inclusion, gender equity, and specific educational policies is essential to ensure equal opportunities and reduce educational disparities within the Roma community.

Characterisation of the modeling practices present in the teaching and learning sequence of preservice physics teachers

2025-06-24T09:06:59+02:00

Initial Teacher Education aims to develop knowledge and tools in future teachers that enable them to plan lessons that promote active citizenship. To achieve this goal, some studies highlight the contribution of scientific practices such as inquiry, argumentation, and modeling to teacher education. In this context, this study analyses how pre-service physics teachers, after participating in a specific training programme focused on modeling, incorporate a Modeling Cycle into the design of their Teaching and Learning Sequences. A descriptive and pre-experimental study was conducted with the participation of 17 pre-service teachers. Using open and axial coding, the teaching designs proposed by the pre-service teachers were analysed, characterising the modeling practices included and their level of sophistication. The results show that the pre-service teachers were able to incorporate the Modeling Cycle into their proposals, although with varying levels of sophistication in each phase. This study suggests that it is necessary to deliberately address modeling in Initial Teacher Education from different approaches in order to overcome the challenges of the design process and to support school students in engaging more authentically with modeling practices.

Historical culture and significance in primary education teachers: a study with figures from the history of Spain

2025-04-03T15:32:53+02:00

Understanding history education requires examining teachers and their view of the past, something that is influenced by historical culture. This study, carried out with 105 primary school teachers from six Spanish Autonomous Communities, makes use of their ideas about those historical figures connected to the history of Spain that they perceive as most relevant in order to analyse the historical significance criteria used and the influence of cultural references linked to non-formal and informal education. The results, obtained using a semi-structured questionnaire, were analysed quantitatively and qualitatively, allowing to identify how teachers make use of significance criteria linked to the generation of changes and the perception of relevance in that historical period, although the resonance between the past and the present is not always perceived. On the other hand, the present did appear to influence the way in which historical figures were perceived, and narratives of an exemplary nature influenced by historical culture analysed were detected in the arguments used by teachers. The paper concludes with a discussion on the importance of reflecting on these categories in order to improve history teaching.

Evaluation and historical thinking competencies in Social Sciences: families' perception in Pre-Baccalaureate stages

2025-05-19T20:52:21+02:00

Assessment in Social Sciences is essential for understanding the development of historical thinking, prioritizing comprehension, and analysis over rote memorization. Effective communication between educational institutions and families influences academic performance, making it crucial to understand parental perceptions of assessment to enhance this process. A mixed-method study was conducted with 1,104 families of students in pre-secondary education, employing a questionnaire validated by six experts to examine their knowledge and communication regarding assessment procedures. Findings reveal that 99.6% of participants receive information through report cards, whereas the use of digital tools is non-existent (0.7%). Notably, 95.8% are unaware of whether their child undergoes initial assessments, and 89.6% do not know how frequently they meet with teachers. According to parents, assessment remains summative, with limited communication between families and educators. This lack of information may hinder parental engagement and constrain the effectiveness of formative assessment. Consequently, it is imperative to foster a more dynamic evaluation approach grounded in historical thinking competencies, ensuring greater transparency and enhanced communication with families to strengthen the educational process.