Multidisciplinary Journal of Educational Research

Journal Information
ISSN / EISSN : 2014-2862 / 2014-2862
Published by: Hipatia Press (10.17583)
Total articles ≅ 106
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Lidia Puigvert Mallart, Kyung Hi Kim, Andrea Khalfaoui, Oriol Rios Gonzalez, Roseli Rodrigues de Mello, Mar Joanpere, Ramon Flecha
Multidisciplinary Journal of Educational Research; https://doi.org/10.17583/remie.2021.8748

Abstract:
There is a wide and rich scientific literature about Gender Violence (GV) in diverse institutions and contexts, now including Isolating Gender Violence (IGV). However, there is an almost absolute silence about GV and IGV within the field of critical pedagogy despite its pretention to influence children’s education. This paper is part of a long research program on GV and presents the first evidence about its existence within critical pedagogy. The communicative methodology of this research has included interviews to 15 authors of critical pedagogy and 1 discussion group. The gender dimension is key in this research, most lists of outstanding critical pedagogists include only white males and most of them from North America, in this research there are 15 women of the 21 interviewees and diverse gender options and cultures are represented. The results clearly show that, as in any other social institutions and domains, within critical pedagogy there are upstanders against GV, those who maintain a guilty silence and harassers making direct GV and/or IGV.
Susana Avivar-Cáceres, David Parra-Camacho, Vicente Javier Prado-Gascó
Multidisciplinary Journal of Educational Research, Volume 11; https://doi.org/10.17583/remie.2021.7950

Abstract:
Recientes investigaciones afirman que, a mayor autonomía del alumnado en la gestión de sus propios conflictos, mayor efectividad tendrán los programas de convivencia de los centros educativos. Por ello, en el presente estudio se analiza el grado de confianza del profesorado en la capacidad resolutiva de conflictos de su alumnado, dada la escasa literatura al respecto, y puesto que el apoyo percibido resulta ser un predictor de éxito en el desarrollo óptimo del adolescente. En primer lugar, se creó una Escala de Confianza ad hoc basada en la escala de “Activos y fortalezas desde la perspectiva del profesorado” de Pertegal Vega et al. (2011). Posteriormente, se administró a una muestra de 26 docentes tutores de ESO (57,7% Hombres) con edades comprendidas entre 25 y 62 años (M=42.3, DT=10.5), pertenecientes a la provincia de Valencia, España. Los resultados apuntan que a menor edad del docente mayor grado de confianza en su alumnado (ρ =-.53, p <0,01). Asimismo, las correlaciones por factores muestran una relación significativa entre todos ellos. Esto puede deberse a expectativas más alentadoras en profesionales más noveles. Sin embargo, futuras investigaciones deben llevarse a cabo para comprobar la replicabilidad de resultados en muestras de tamaño superior.
Multidisciplinary Journal of Educational Research, Volume 11; https://doi.org/10.17583/remie.0.6114

Abstract:
The current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. Data was generated from one South African teacher who was prompted to reflect on crests [inclusive moments that deserve to be embraced and celebrated] and troughs [moments of exclusion that seek to assimilate/ignore diversity] in her teaching journey spanning two decades at two independent schools. Using the interpretivist paradigm, we attempt to understand the teacher’s journey which shows amongst others, that agents of exclusion with tendencies to demand compliance and subsequent assimilation, include other teachers, school leaders, learners as well as some parents. The teacher was however, provided with an opportunity to read the situation and may, depending on her agency, work to circumvent oppressive and exclusionary tendencies. Crests celebrating diversity were noted in her second school. I conclude that diversity remains multi-perspectival and therefore simultaneity should be borne in mind when dealing with inclusion in the teaching fraternity.
Jesús-María Hernández, Adriana Reyes, , Martha Merchán-Merchán, Gerson-Dirceu López
Multidisciplinary Journal of Educational Research, Volume 11; https://doi.org/10.17583/remie.0.6794

Abstract:
Project-based learning (PBL) is a teaching method that has proven effective in stimulating student learning through meaningful experiences that focus on solving problems, many of which are part of the learners' everyday lives. Therefore, this research aimed to use PBL as a pedagogical tool to identify environmental problems caused by the inefficient use of pesticides in agricultural communities by implementing and developing a school research project in natural sciences. To achieve the objective, we use a direct sample of 80 students (66.3% girls) aged between 15 and 17 with an average age of 16.1 (SD = 70), and an indirect sample of 338 agricultural workers (57.20% men) aged between 17 and 61, with an average age of 26.9 (SD = 11.12). Our results showed that the PBL is an adequate tool to teach content situated in the population's needs and be adequate to educate rural populations informally. This pedagogical strategy can improve the environmental awareness of the students through their participation in the community. Educational and socio-community implications are discussed
Alazne Fernández Ortube, Iván Hernando Moreno, Jesús Marauri Ceballos
Multidisciplinary Journal of Educational Research, Volume 11; https://doi.org/10.17583/remie.0.6182

Abstract:
La siguiente investigación pretende indagar en el impacto de las Tertulias Dialógicas en el ámbito universitario y en los modelos significativos de conversación que pueden desarrollarse a través de estas. Con este fin, se han desarrollado dos Tertulias Literarias Dialógicas y cuatro Tertulias Pedagógicas Dialógicas en dos grados diferentes de la Universidad de Deusto (Bilbao). En cuanto a los resultados, se ha apreciado una estrecha relación entre los temas derivados de los libros trabajados y los intereses de los alumnos. Igualmente, se ha podido comprobar que los alumnos desarrollan más funciones cuanto mayor es la práctica de las tertulias.
Multidisciplinary Journal of Educational Research, Volume 11, pp 20-48; https://doi.org/10.17583/remie.0.6159

Abstract:
In our globalised, pluralistic, and often information-swamped society, critical thinking is recognised as an important competence to be developed in university education. In order to investigate this, 142 Latin American and Spanish teachers were asked about the importance of and potential for developing critical thinking in university education. Their responses were subjected to an inductive analysis, which lead to 13 categories about the reasons why it is important, and 11 categories about the potential and limitations for developing it in university education. These categories were found to remain statistically unchanged regardless of age, years of teaching experience, area of knowledge, gender and geographical area. Results show that teachers consider important to teach critical thinking at university and mainly for students to become good professionals in a complex world. Teachers believe it is possible to teach it, as long as active methodologies are used, in addition to other reasons, such as taking into account the lack of interest and preparation about critical thinking that students bring to university. Getting to know university teacher´s views about the importance and possibilities of teaching and learning critical thinking is crucial for the establishment of meaningful curriculum plans and learning activities for its development.
Marta Font Palomar
Multidisciplinary Journal of Educational Research, Volume 11; https://doi.org/10.17583/remie.2021.7729

Multidisciplinary Journal of Educational Research, Volume 11, pp 49-76; https://doi.org/10.17583/remie.0.5865

Abstract:
El bienestar psicológico y la felicidad son aspectos deseables en cualquier individuo, pero es especialmente relevante en el caso de los docentes por su impacto en el desarrollo holístico de los educandos. Este bienestar toma un nuevo matiz cuando el docente ha de abordar temáticas complejas como puede ser el duelo o la muerte. Bajo esta perspectiva, el presente estudio trata de analizar la correlación entre el bienestar subjetivo y la ansiedad ante la muerte de los futuros docentes. Para ello, se ha utiliza un diseño mixto, utilizando dos instrumentos validados y una serie de preguntas abiertas que han sido cumplimentados por 87 estudiantes (n=87) del Grado en Educación Primaria de la Universidad de Málaga. Los resultados arrojan que el bienestar subjetivo de los participantes es alto y la ansiedad ante la muerte, moderada. Se concluye, además, que existe una relación inversamente proporcional entre ambos fenómenos, habiendo mayor ansiedad cuando el grado de bienestar subjetivo es menor. Esta realidad refrenda la necesidad de introducir contenidos que fomenten la salud psicológica de los docentes y la pedagogía de la muerte en los planes de formación inicial.
Noemy Berbel Gómez, Maravillas Díaz Gómez
Multidisciplinary Journal of Educational Research, Volume 11, pp 77-101; https://doi.org/10.17583/remie.0.5381

Abstract:
Este texto se enmarca en el proyecto en curso I+D+i ‘Re-Habitar el Barrio: Procesos de Transformación y Empoderamiento entre Universidad-Escuela-Sociedad a través de Prácticas Artísticas’. El proyecto busca contribuir a la transformación social y al empoderamiento ciudadano del barrio Nou Llevant-Soledat Sud de Palma (Islas Baleares) y comprende tres objetivos generales: diseñar un programa artístico transdisciplinar de intervención socioeducativa; implementar dicho programa en un barrio periférico desfavorecido y marginal y evaluar el programa y su impacto en el ámbito educativo, artístico, social y cultural. A través de uno de los instrumentos de evaluación como el que nos ofrece la entrevista y los grupos de discusión, se recoge la opinión del alumnado universitario y las maestras de la escuela primaria que participan en el programa artístico socio-educativo en curso. Al establecer caminos para el diálogo desde un enfoque cualitativo, esta técnica nos ha permitido obtener información valiosa a fin de comprobar la evolución del programa, detectar algunos errores en el transcurso de las diferentes actividades y ahondar en un conocimiento reflexivo para futuras intervenciones.
Marta Font Palomar
Multidisciplinary Journal of Educational Research, Volume 11; https://doi.org/10.17583/remie.2021.7730

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