Examinando por Autor "Pegalajar Palomino, Maria del Carmen"
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Ítem Dialogic literacy circles as a methodological strategy for the training of students in Early Childhood Education Degree(2021) Pegalajar Palomino, Maria del Carmen; Martínez Valdivia, Estefanía; Higueras, LinaThe research has the purpose of analyzing the experience of the students of the first course of the Early Childhood Education Degree on the methodology of the Dialogic Literary Circles. The aim is to examine the variables that influence the academic performance of the future teacher, as well as the conditions that have an impact on their teaching-learning process, including Dialogical Literary Circles. A qualitative methodology has been used, from a phenomenological perspective. The Dialogic Literary Circles were implemented in the subject of "General Didactics" in the Early Childhood Education Degree during the year 2019-2010. The study is aimed at 230 students, of which 90 of them have agreed to participate in the discussion groups (9 groups of 10 people each) to collect the data. A script has been developed to direct the students' discourse and find out their perception of this methodological strategy. A content analysis was carried out with the information obtained, helping us from the Nvivo 12 program. Were obtained very positive results on the implications of this methodological strategy for the training of the university student. The students consider that through the Dialogic Literary Circles they have acquired pedagogical knowledge, but also this strategy has led them to value the collaborative work, the respect for the opinions of their peers, has encouraged reading and expanded vocabulary, besides developing communication and oral expression skills. Therefore, conclude that it is an active methodology, very pertinent to put it into practice at university, since it encourages in the initial training of teachers to be professionals with the skills required in today's society.Ítem Formación en competencias en alumnado universitario de Educación Social mediante prácticas basadas en aprendizaje cooperativo(2018) Pegalajar Palomino, Maria del CarmenEste trabajo describe una experiencia de innovación docente implantada en 2o curso del Grado de Educación Social de la Universidad de Jaén para la asignatura “Diversidad e inclusión educativa y social”. Para ello, el docente plantea la realización de un proyecto de intervención social que favorezca la inclusión para un determinado colectivo (a nivel educativo y social); está centrada en el aprendizaje cooperativo como metodología básica de enseñanza y aprendizaje en Educación Superior. El objetivo de este artículo consiste en analizar el desarrollo de competencias en la formación del alumnado universitario a través de prácticas basadas en aprendizaje cooperativo. La recogida de datos se ha realizado a partir de un cuestionario “ad hoc” utilizándose, para ello, la técnica de la encuesta (n=63). Los resultados revelan valoraciones favorables por parte del alumnado universitario hacia el desarrollo de competencias genéricas establecidas en el contexto europeo; el trabajo basado en aprendizaje cooperativo permite un mejor desarrollo de las competencias personales, seguidas de las sistemáticas e instrumentales. Así pues, se valora de forma positiva el desarrollo de competencias en el proceso de enseñanza-aprendizaje del alumnado, favoreciendo una formación integral y aprendizaje permanente.Ítem Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante(2021) Pegalajar Palomino, Maria del CarmenLa gamificación se entiende como una estrategia metodológica innovadora que incorpora las estrategias, dinámicas, mecánicas y elementos propios del juego al proceso de enseñanza- aprendizaje. Este trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resul- tados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento acadé- mico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional.Ítem Implications of Mobile Learning for Sustainable Inclusive Education: a systematic review(2022) Pegalajar Palomino, Maria del CarmenThe evolution of wireless technology and the development of mobile applications cover more and more areas of human activity. These can be used not only for communication, but also for educational purposes. This research aims to analyze implications of Mobile Learning as a didactic strategy for the development of an inclusive education that is committed to improving education for sustainable development. Following the quality standards of the PRISMA statement, a systematic review of research focused on didactic experiences that use Mobile Learning for the attention of students with educational needs in the context of education for sustainable development has been carried out. The Web of Science (WoS) and Scopus databases have been used during the period 2010-2020, obtaining a sample of 21 publications. Results reveal the growing interest of the international scientific community in this research. It is a didactic strategy that facilitates the teaching-learning process for students with functional diversity, a tool to support the teaching task and a promoter of an inclusive education that is committed to sustainable learning. Among its limitations, aspects related to the teacher, the implementation of mobile technology in the teaching-learning process or its use as a learning tool stand out. Mobile Learning has become a new educational paradigm, which establishes a binomial between technology and education to respond to the objectives of the 2030 Agenda. It has become a new educational paradigm in line with our model of society based on information and knowledge and access to Information and Communication Technologies. In this way, a binomial has been established between technology and education that aims to implement benefits for the agents involved at a quantitative and qualitative level for the implementation of an inclusive education that caters to students with functional diversity and is committed to improving education for sustainable development.