PDF superior Musical training of the Degree in Primary Education in the context of Madrid

Musical training of the Degree in Primary Education in the context of Madrid

Musical training of the Degree in Primary Education in the context of Madrid

Por su parte, Adessi y Carugati (2010) pusieron de relieve que los preconceptos sociales y culturales afectaban a la con- sideración que poseían los estudiantes universitarios acerca del proceso de en- señanza-aprendizaje musical, si bien, su valoración podría cambiar mediante una formación adecuada. A partir de dicha premisa y utilizando como modelo la teo- ría de la Representación Social (SRs), es- tudiaron los datos obtenidos gracias a un cuestionario abierto que fue respondido por 855 estudiantes, a través del que ana- lizaron las correlaciones entre los concep- tos «música, musicalidad, niño musical, profesor de música y educación musical» (313). Dicho instrumento fue adminis- trado antes y después de que los sujetos cursaran dos asignaturas específicas a lo largo de los años académicos 2003 a 2006. Los resultados obtenidos en este estudio mostraron un cambio apreciable en las opiniones de los sujetos sobre su contexto social, cultural y profesional, confirmando la influencia de las materias cursadas en
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Satisfaction degree of English teachers of Preschool and Primary Education in the Principality of Asturias

Satisfaction degree of English teachers of Preschool and Primary Education in the Principality of Asturias

The present study thus provides empirical data to facilitate a clearer picture about language learning, since there are no sci- entific or empirical grounds supporting some of the (negative) beliefs about the role of teachers in Spain, a field of study that re- mains neglected. An analysis of teachers’ satisfaction can also of- fer relevant information about possible deficiencies in students’ training in English: some of these problems may not be detected in language tests and surveys measuring language competence. Instead, by analyzing teachers’ perceptions, we aim to study the situation as a whole, by including elements usually ignored in language tests, such as the use of the L2 outside the school, avail- able resources, internationalization of schools, methodological approaches, and so on. We feel these are essential questions to ask language teachers, those on the frontline who have an in- formed opinion and hands on expertise.
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Proposal of skills for the bachelor degree of Industrial Engineering in the context of the new curriculum.

Proposal of skills for the bachelor degree of Industrial Engineering in the context of the new curriculum.

There are several aspects that determine the engineering education, that must be taken into account in developing the curriculum within the context of the European Higher Education Area. These curriculums are documents that reflect, among other things, what to learn, how to learn and evaluate what is learned, and when, in what sequence, should to be learned. In this paper we focus on what skills, attitudes and values should be learned in the bachelor degree of Industrial Engineering. We conducted an extensive review of literature, read in depth 38 references and 3 focus groups. These activities have enabled us to identify a sequence of curriculum development and 2 views of the profession. From this point we have raised the domain of future graduates and we have proposed 14 competencies, broken down into 53 skills training objectives.
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Students’ Motivation to Choose Language Itineraries in the Degree of Primary Education

Students’ Motivation to Choose Language Itineraries in the Degree of Primary Education

The motivation of pre-service teachers towards teaching has also been investigated in the international (König & Rothland, 2012; Watt & Richardson, 2007) and Spanish (Gratacós, 2014; Sánchez Lissen, 2009) scopes, aiming to provide clues and guidelines to improve teacher training and contribute to optimize the teaching-learning process. However, the specialization choices of language teachers have been neglected so far, and no studies have investigated the reasons to specialize in teaching a particular language. Moreover, in Spain there is a dearth of research as regards the motivation of students in the degrees adapted to the European Higher Education Area (EHEA), where the former (3-year) Diplomaturas gave way to the new (4-year) Grados. We believe this paper can contribute to the opening up of new lines of research, as the motivations of Spanish students to select study tracks (or menciones) in the new degrees of Primary Education remain unexplored. Moreover, the
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AIDS IN THE CONTEXT OF DEVELOPMENT

AIDS IN THE CONTEXT OF DEVELOPMENT

In 1982, as a number of countries defaulted on loan payments, lenders decided that further loans to developing countries were too risky; and they severely curtailed further lending. Rocked by economic crisis, many developing countries were forced to turn to the International Monetary Fund (IMF) for loans to cover payments on foreign debts or else face a total freeze, even on short-term import credits. This debt crisis, in short, made it possible for the industrialized countries to impose a package of economic and social policy “reforms”, commonly referred to as structural adjustment programmes (SAPs). Renewed lending by the World Bank, bilateral agencies and private international banks was conditioned on borrowing countries carrying out of some form of structural adjustment. The timing of the debt crisis was particularly fortuitous. By the late 1970s, major donors had become disillusioned with single- issue projects. Most had failed to yield anything near projected results. Host country economic and sector policies were identified as constraints to project “success”. Increasingly, policy reform became the mantra of donor agencies (Rau, 1991:100–101), and the debt crisis provided the opportunity to impose these reforms.
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The moderator effect of training in the adoption of ICT in microenterprises

The moderator effect of training in the adoption of ICT in microenterprises

However, age has a negative influence (probably because age is negatively correlated with the ease of use), as show several research (Warr 1993; Ford et al. 1996; Palvia and Palvia 1999; Chapman et al. 2000; Borghans and Weel 2002; Rouvinen 2002; Aubert et al. 2006; De Koning and Gelderblom 2006; Schleife 2006; Shih-Yung and Pearson 2011) due to the loss of cognitive technological skills and the increase of the resistance to change. Control variables are not relevant in the context of this analysis. The control variables are added in order to reduce the omitted variable bias, although in the context of this study the interpretation is not relevant. Anyway, the variable representing equity is positive and significant, which means that the higher the financial capacity, the higher is the behavioral intention to use new technologies. This result is in line with the research discussed above (Chacko and Harris 2005), which found a dependent relationship between the profitability and the use of ICT in small firms.
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Education and mobility of the rom community in Madrid: the case of el Gallinero

Education and mobility of the rom community in Madrid: the case of el Gallinero

En los últimos años ha suscitado ser de gran interés para las Ciencias Sociales y de la Educación el papel que desempeñan determinados grupos, con gran carga de exclusión social, en cuanto a las estrategias de desarrollo que emplean en contextos denominados como de riesgo. Desde 2010, con la colaboración de investigadores y profesionales de la intervención comunitaria en el asentamiento chabolista de El Gallinero, realizamos un análisis de la situación en el que una comunidad de etnia gitana y procedencia rumana habita en condiciones de extrema vulnerabilidad (Gutiérrez, 2017). El Gallinero, cuya denominación le proviene por la ubicación en una antigua granja avícola, data aproximadamente desde 2001 fruto del derribo de las Unidades de Realojamiento Especial de la Quinta, La Celsa, La Rosita y, sobre todo, de las actuaciones desarrolladas para desmantelar el Poblado de las Barranquillas propiciado por el Ayuntamiento de Madrid a finales de los años noventa.
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The reading processes in Primary Education

The reading processes in Primary Education

The importance of the teaching-learning of literacy, because the cognitive development of the person is based on an adequate acquisition of reading and writing. And although the paper book currently coexists with online information and the digital book, understanding the information we obtain from any of these media requires a correct reading of the text. It is going to try to give answer to a great incognito as it is: At what moment it is necessary to teach to read? Well, to answer this question there are currently two positions
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Law in the context of justice

Law in the context of justice

Speaking about the forms of expression of justice in law, it should be said about the so-called legal axioms. They can be defined as generally accepted requirements of justice, which from the point of view of morality must necessarily become part of the law in force. They are formed as a result of long-term observations and generalizations, as a result of human legal activity. For the first time they crystallized as requirements of legally significant behavior, probably, at the stage of emergence of the law. In their content axioms is nothing but simple rules of justice. They reflect the minimum conditions necessary for people to live together. They have become the supporting structures of law in modern civilized societies. They are time-tested, approved by many generations of people in different countries. From this point of view, their totality can be considered as a kind of natural right, i.e. a right that is valid for all mankind. Therefore, the fullest consideration and the fullest implementation of the axioms is the way to a globalization of law that is in the interests of all countries and peoples. Deviation from legal axioms, their non-compliance can lead to the fact that the law... ceases to be a law, remaining exclusively measures of direct coercion, organized influence (Alekseev, 1978).
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Chemoreception in the context of the general biology of ROS

Chemoreception in the context of the general biology of ROS

The participation of both HO as defense mechanisms against oxidant stress comes from the rapid induction in response to oxidant insults in the case of HO-1, and in the case of HO-2 it is implied from studies showing that middle cerebral artery lig- ation produced more intense stroke damage in HO-2 null mice than in control animals (Sedlak and Snyder, 2004). The antiox- idant mechanism of HO resides in the redox cycle that their main catabolic product, biliverdin, can undergo (Fig. 5). Sedlak and Snyder (2004) argue that at the first sight the conversion of biliverdin to bilirubin appears as an energetic waste: first, because it requires equivalent of reductions, and thereby cell nutrient utilization and, second, because bilirubin being poorly soluble (contrary to biliverdin), needs to be glucuronidated in the liver to be facilitate its excretion, a reaction that is also energetically costly. Apparently, it was this line of thinking that drove to search for a function for bilirubin and the function is its ROS scavenging capacity. Bilirubin is capable of reacting with a great variety of ROS and RNS, and given its lipid solubil- ity, it seems to greatly contribute (in conjunction with ascorbic and lipoic acid, see above) to regenerate oxidized Vitamin E and to prevent lipid peroxidation. Some authors (Baranano et al., 2002) have obtained evidence that would suggest that the biliverdin/biliverdin reductase/bilirubin cycle is physiologically more potent than the correspondent GSH/glutathione reduc- tase/GSSG cycle, because silencing the biliverdin reductase with siRNA techniques produced a higher rate of death of their HeLa cultured cells, than nearly fully depleting GSH levels by inhibition of its synthesis. In addition, it is well known that bilirubin conjugated with albumin is capable of eliminat- ing ROS in blood, and in addition conjugation itself prevents the entrance of bilirubin in brain where it is extremely toxic.
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Analysis of breakfast in a population of school of 3rd cycle Primary, a resource training in Health Education

Analysis of breakfast in a population of school of 3rd cycle Primary, a resource training in Health Education

Referente a la población rural de alumnos de Primaria (Tabla 2), como re- sultados más significativos, en la Provin- cia de Badajoz, podemos indicar que tan solo el 39,13% (9/23) toma [r]

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Foreign Language Learning Strategies in the Context of STEM Education

Foreign Language Learning Strategies in the Context of STEM Education

This study aims at providing an insightful evaluation of the EFL strategies used by first- year STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants were undergraduate level, first-year engineering students at a state university in Turkey. Their ages ranged from 18 to 24. They took the Young Learners’ Language Strategy Use Survey (LSS). In addition, a sub-sample of students was interviewed about the strategies they used in learning language skills. The results showed that the students tended to employ various strategies in learning different language skills, but did not frequently use or practice these strategies. Further, vocabulary strategies and pronunciation skills were believed to be effective in conveying and deciphering meaning. These results suggest that language learning strategy training should be provided in STEM education.
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TítuloCETA in the context of the Coruña Corpus

TítuloCETA in the context of the Coruña Corpus

2 .2P la ceo fCETAintheCC... Gen res / tex ttypesinCETA..[r]

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Primary education inspectors and the consolidation of the school system in the province of Teruel (1849-1900)

Primary education inspectors and the consolidation of the school system in the province of Teruel (1849-1900)

Dirección General sobre el trabajo realizado; el informe anual sobre el estado de la instrucción en la provincia; la memoria de la visita a cada escuela que debía remitir al Gobierno y[r]

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The development of a novice teacher’s autonomy in the context of EFL in Colombia

The development of a novice teacher’s autonomy in the context of EFL in Colombia

relationships allowed me to learn that I was not alone in this new field of teaching, to open my mind to other perspectives, and to receive criticism without being offended because the critics were my colleagues and friends and wanted me to strengthen my qualities and overcome my weaknesses. Collaborative groups need to foster characteristics such as values, goals, vision of teaching, trust, care, mutual respect, comfortable sharing of doubts, celebration of success, constructive feedback, serious commitment and free decisions (Lee & Anthony, 2001). Working collaboratively with the research group, I became more aware of my own thoughts, developed new routines in order to implement theme-based teaching, and learned to solve teaching problems as I encountered them, which are features that according to Kagan (1992) pertain to professional development experiences. Above all, this collaborative research experience became a motivation for me to learn and try out things that helped me to have more control of my classes and my learning process as a teacher, acting on the social-motivational dimension of autonomy mentioned by Huang (2005). This is extremely important since it has been found that novice teachers’ attitudes towards teaching and learning play a crucial role in their staying in or leaving the profession. To summarize, this experience included the features Usma (2006) mentions in order to enhance teachers’ professional autonomy, professional competence and attitudes towards teaching and learning: collaboration, experiential learning, shared decision making, risk taking, and reflection.
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Tutoring degree of teaching practice in a school: Approach from the area of Physical Education

Tutoring degree of teaching practice in a school: Approach from the area of Physical Education

Esto se realiza en base a un procedimiento interno en el que se tienen en cuenta tanto las preferencias del alumnado como otra serie de variables objetivas como puede ser el expediente académico. Una vez que se ha realizado esta asignación por parte de la Facultad, se comunica a los centros las fechas en las que se incorporará el alumnado de prácticas junto con sus especialidades. Es decir, en esta comunicación se determina el número total de alumnos y alumnas en prácticas, junto con el prácticum que deben realizar. En el caso del alumnado que esté cursando la mención, ésta se referirá a una especialidad docente de las que con carácter ordinario existen en los centros educativos: Pedagogía Terapéutica, Audición lenguaje, Educación Física, Educación Musical, Lengua Extranjera, Educación Primaria y Educación Infantil. En el centro, la persona encargada de coordinar las prácticas asignará a cada tutor/a un “alumno en prácticas”, al cual acogerá y guiará en su estancia en el colegio.
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Alternative Assessment in Engineering Language Education: The case of the Technical University of Madrid

Alternative Assessment in Engineering Language Education: The case of the Technical University of Madrid

The research group consisting of technical English teaching staff and researchers from the above mentioned schools are making an attempt to move towards this goal. The wide range of teaching content areas included in the research group motivates us to develop a language portfolio which includes competence descriptors, i.e., learning outcomes covering all skills, which serve as criteria for the different genres taught. These learning outcomes will be used in curriculum design and for defining specific course objectives. The ACPEL (Academic and Professional English Language Portfolio) portfolio serves two major assessment purposes. The detailed list of language competencies can be used for student self-assessment, to guide them through their learning process, identify and set goals and assess their learning progressively, inside and outside the educational framework, thus, promoting self directed learning.
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From Religious Education to Secular Education in the Official Curriculum of Primary Education in Mexico (1821-1917)

From Religious Education to Secular Education in the Official Curriculum of Primary Education in Mexico (1821-1917)

Abstract: The history of the curriculum is a window to observe the changes and permanences of the school and of the educational system as a whole and for understanding social transformations. The aim of this article is to explain how the curriculum of the primary school (Mexico of the nineteenth century) was changed from one centred on Catholic formation towards a secular curriculum. The school curriculum was one of the spearheads to build the state and society projects imagined by the different groups fighting for the control of power. I described how religious education was officially promoted, notwithstanding the political ups and downs that led to differentiate educational policies in federal systems and centralist regimes. Later, I explain how religious education was omitted from the official curriculum, replacing the space with courses of laic morals, with the consequent difficulty of introducing a new subject. Then I analyse how political circumstances led to a radicalization of liberal positions and to the prohibition not only of religious content, but also of symbols, rites and persons linked with religious vows. Finally, secular education, understood in a complex way, began to be demanded not only in public schools but also in private schools. Due to the nature of this article and the spatial limitations I have privileged the follow-up of the legislative history of education, based on primary sources and secondary sources for the understanding of the different contexts that determine this long journey.
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Communication in isolation. Information, education, entertainment and sexting in the context of a pandemic

Communication in isolation. Information, education, entertainment and sexting in the context of a pandemic

Página 8 de 10 una vez más en evidencia un sistema capitalista expresado tanto en el mercado y como en los signos, que no concibe la suspensión de sus actividades y que nos regala [r]

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