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Ms. Leticia Castro-Calviño
Universidad de Santiago de Compostela

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0 Evaluation
0 Evaluation Design
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0 Heritage Evaluation
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Journal article
Published: 21 January 2021 in Revista Electrónica Interuniversitaria de Formación del Profesorado
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Se aborda la evaluación de programas de educación patrimonial, una materia pendiente en España. A partir de la implementación del programa Patrimonializarte y con el fin de valorar su eficacia, eficiencia y efectividad, se realiza la evaluación inicial, formativa y sumativa atendiendo a los resultados de aprendizaje de los 111 alumnos/as participantes. Se sigue un modelo de planificación y acción basado en el diseño y evaluación del programa que incorpora el trabajo sobre el patrimonio local y el uso de las TIC. Se analiza también la valoración del alumnado sobre la metodología utilizada. Se parte de la complementariedad metodológica basándose en el estudio múltiple de casos (6 grupos de 2 centros educativos en Galicia, España). Los principales resultados muestran: a) un importante impacto en la conciencia de conservación en el alumnado de educación infantil b) una creciente preocupación por el patrimonio intangible en educación primaria c) la importancia de la difusión para educación secundaria. El programa se considera pertinente, pues los alumnos/as han adquirido aprendizajes significativos para convertirse en ciudadanos que intervienen en el patrimonio de manera sostenible. This paper examines the evaluation of heritage education programmes, a pending challenge in Spain. With the aim of evaluating the usefulness, efficiency and effectiveness of the Patrimonializarte programme, initial, formative and summative evaluations have been carried out with regard to the learning outcomes of the 111 pupils who participated in the programme. A planning and action model is followed based on the design and evaluation of the programme, which incorporates work on local heritage and the use of ICT resources. The evaluation made by the students of the methodology employed is also analysed. Methodological complementarity is assumed based on the study of multiple cases (6 groups from two schools in Galicia, Spain). The main results show: a) a significant impact on the awareness of conservation in early years pupils; b) a growing concern for intangible heritage in primary education; c) the importance of dissemination for secondary education. The programme is considered relevant due to the fact that the pupils have acquired significant learning with regard to becoming citizens who intervene in heritage in a sustainable way.

ACS Style

Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte. Revista Electrónica Interuniversitaria de Formación del Profesorado 2021, 24, 1 .

AMA Style

Leticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal. Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2021; 24 (1):1.

Chicago/Turabian Style

Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. 2021. "Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte." Revista Electrónica Interuniversitaria de Formación del Profesorado 24, no. 1: 1.

Journal article
Published: 27 November 2020 in Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales
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Estudio exploratorio en el que se identifican las concepciones del profesorado gallego sobre el patrimonio y la forma en que se trabaja en el aula. Participan en el estudio 76 docentes en activo de las etapas de infantil, primaria y secundaria, pertenecientes a 20 centros educativos de la provincia de A Coruña (Galicia). Para la recogida de información se diseña un cuestionario con nueve preguntas abiertas. Los datos se analizan a través de ocho categorías que se subdividen en variables, creadas a partir de las respuestas obtenidas y teniendo en cuenta estudios similares. Los resultados más relevantes muestran: a) falta de correspondencia entre investigación y enseñanza, b) cierta aleatoriedad en el diseño y la implementación de actividades de educación patrimonial. El estudio apunta hacia varias direcciones en las que parece deseable avanzar para la mejora en ámbito de la educación patrimonial: institucionalización, formación continua, investigación e innovación y comunidades de aprendizaje en torno a la educación patrimonial.

ACS Style

Belen Castro-Fernandez; Leticia Castro-Calviño; Jorge Conde-Miguélez; Ramón López-Facal. Concepciones del profesorado sobre el uso educativo del patrimonio. Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales 2020, 34, 1 .

AMA Style

Belen Castro-Fernandez, Leticia Castro-Calviño, Jorge Conde-Miguélez, Ramón López-Facal. Concepciones del profesorado sobre el uso educativo del patrimonio. Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales. 2020; 34 (3):1.

Chicago/Turabian Style

Belen Castro-Fernandez; Leticia Castro-Calviño; Jorge Conde-Miguélez; Ramón López-Facal. 2020. "Concepciones del profesorado sobre el uso educativo del patrimonio." Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales 34, no. 3: 1.

Journal article
Published: 09 November 2020 in Humanities and Social Sciences Communications
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The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte. It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the opinion groups were gathered, analysing those of 59 direct and indirect agents (teachers, families, local heritage managers and members of the local authorities. The data were collected via questionnaires with open responses and discourse analysis was performed on the responses. The most significant results show that: (a) the teachers valued the methodology and the objectives achieved extremely positively; (b) the families particularly valued the significant learning achieved by their children regarding elements of local heritage; and (c) the local authorities and heritage managers valued the programme as it has demonstrated the need for more collaboration with schools. The programme analysed has been shown to be useful, efficient and effective and has achieved a (largely unexpected) impact on the families involved and on the local community.

ACS Style

Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes. Humanities and Social Sciences Communications 2020, 7, 1 -11.

AMA Style

Leticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal. Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes. Humanities and Social Sciences Communications. 2020; 7 (1):1-11.

Chicago/Turabian Style

Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. 2020. "Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes." Humanities and Social Sciences Communications 7, no. 1: 1-11.

Journal article
Published: 01 July 2020 in Education Sciences
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This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality.

ACS Style

Leticia Castro-Calviño; Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Ramón López-Facal. Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage. Education Sciences 2020, 10, 176 .

AMA Style

Leticia Castro-Calviño, Jairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Ramón López-Facal. Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage. Education Sciences. 2020; 10 (7):176.

Chicago/Turabian Style

Leticia Castro-Calviño; Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Ramón López-Facal. 2020. "Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage." Education Sciences 10, no. 7: 176.

Journal article
Published: 01 September 2021
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ACS Style

Leticia Castro-Calviño. Educación patrimonial: necesidades sentidas por el profesorado de infantil, primaria y secundaria. 2021, 1 .

AMA Style

Leticia Castro-Calviño. Educación patrimonial: necesidades sentidas por el profesorado de infantil, primaria y secundaria. . 2021; ():1.

Chicago/Turabian Style

Leticia Castro-Calviño. 2021. "Educación patrimonial: necesidades sentidas por el profesorado de infantil, primaria y secundaria." , no. : 1.