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Raquel Barragán Sánchez is a professor at the Department of Didactics and Educational Organization at the University of Seville, with a research interest in the study of digital technologies and education. Email: [email protected]
The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.
Carmen Corujo-Vélez; Raquel Barragán-Sánchez; Carlos Hervás-Gómez; Antonio Palacios-Rodríguez. Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog. Education Sciences 2021, 11, 390 .
AMA StyleCarmen Corujo-Vélez, Raquel Barragán-Sánchez, Carlos Hervás-Gómez, Antonio Palacios-Rodríguez. Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog. Education Sciences. 2021; 11 (8):390.
Chicago/Turabian StyleCarmen Corujo-Vélez; Raquel Barragán-Sánchez; Carlos Hervás-Gómez; Antonio Palacios-Rodríguez. 2021. "Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog." Education Sciences 11, no. 8: 390.
Without having a reaction time, the pandemic has caused an unprecedented transformation in universities around the world, leading to a revolution from structured models anchored in the conception of transmission of training towards a teaching approach-learning saved thanks to the incorporation of technology. This study aims to verify whether the pandemic situation has influenced the digital competence self-perception of students. Comparing two groups during the academic years 2019/2020 and 2020/2021, the instrument used is the questionnaire for digital competence “DigCompEdu Check-In” for future teachers. After the educational intervention, group A (before COVID-19) presented higher self-perceptions of competence than group B (during COVID-19); the pandemic situation caused by COVID-19 has negatively influenced students’ self-perception of their digital skills in the pretest in the different dimensions under study. Before receiving the training, the group that did not experience the pandemic enjoyed a higher self-perception of their competencies than the group that experienced the pandemic. The data obtained indicate that the difference exists, and that it is statistically significant, and may be a consequence of the clear relationship between self-perception and the way in which students face reality through their personal and subjective vision.
Rosalía Romero-Tena; Carmen Llorente-Cejudo; María Puig-Gutiérrez; Raquel Barragán-Sánchez. The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study. International Journal of Environmental Research and Public Health 2021, 18, 4756 .
AMA StyleRosalía Romero-Tena, Carmen Llorente-Cejudo, María Puig-Gutiérrez, Raquel Barragán-Sánchez. The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study. International Journal of Environmental Research and Public Health. 2021; 18 (9):4756.
Chicago/Turabian StyleRosalía Romero-Tena; Carmen Llorente-Cejudo; María Puig-Gutiérrez; Raquel Barragán-Sánchez. 2021. "The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study." International Journal of Environmental Research and Public Health 18, no. 9: 4756.
The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.
Raquel Barragán-Sánchez; María-Carmen Corujo-Vélez; Antonio Palacios-Rodríguez; Pedro Román-Graván. Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale. Sustainability 2020, 12, 7721 .
AMA StyleRaquel Barragán-Sánchez, María-Carmen Corujo-Vélez, Antonio Palacios-Rodríguez, Pedro Román-Graván. Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale. Sustainability. 2020; 12 (18):7721.
Chicago/Turabian StyleRaquel Barragán-Sánchez; María-Carmen Corujo-Vélez; Antonio Palacios-Rodríguez; Pedro Román-Graván. 2020. "Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale." Sustainability 12, no. 18: 7721.
The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a pretest–posttest methodology through a cross sectional descriptive study. The sample is made up of 535 4th year students of the Degree in Early Childhood Education at the University of Seville. Descriptive and contrast analyses were performed as well as contrast statistics and effect size. The results show that the training received by the students was a key element to improve self-perception of digital competence. There were statistically significant changes between before and after receiving the training. The changes produced always meant an improvement in the students' self-perception. In the study of their profiles, relevant changes were also identified. Whereas before training subjects were grouped into newcomer and explorer categories, after training they were grouped into the highest profiles: integrator, expert, and pioneer. For this reason, it is necessary to manage training plans to allow future teachers to position themselves at an expert level.
Rosalía Romero-Tena; Raquel Barragán-Sánchez; Carmen Llorente-Cejudo; Antonio Palacios-Rodríguez. The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences. Sustainability 2020, 12, 4782 .
AMA StyleRosalía Romero-Tena, Raquel Barragán-Sánchez, Carmen Llorente-Cejudo, Antonio Palacios-Rodríguez. The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences. Sustainability. 2020; 12 (11):4782.
Chicago/Turabian StyleRosalía Romero-Tena; Raquel Barragán-Sánchez; Carmen Llorente-Cejudo; Antonio Palacios-Rodríguez. 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences." Sustainability 12, no. 11: 4782.
Este artículo presenta parte de los resultados de una innovación educativa en el nivel universitario, cuyo propósito es elaborar y experimentar un modelo pedagógico para el aprendizaje online. Con este estudio pretendemos reconocer y valorar las emociones implicadas en el aprendizaje online mediante un método descriptivo de tipo encuesta. Los resultados indican mayor nivel de bienestar emocional que de malestar, identificándose las emociones asociadas a estos estados emocionales presentes en el aprendizaje online. También presentamos las características de los discursos virtuales del profesorado y del alumnado en función de tipos de interacción y emociones asociadas a determinados contextos de actividad.
Mª Ángeles Rebollo Catalán; Rafael García Pérez; Raquel Barragán Sánchez; Olga Buzón García; Luisa Vega Caro. Las emociones en el aprendizaje online. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa 2014, 14, 1 .
AMA StyleMª Ángeles Rebollo Catalán, Rafael García Pérez, Raquel Barragán Sánchez, Olga Buzón García, Luisa Vega Caro. Las emociones en el aprendizaje online. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa. 2014; 14 (1):1.
Chicago/Turabian StyleMª Ángeles Rebollo Catalán; Rafael García Pérez; Raquel Barragán Sánchez; Olga Buzón García; Luisa Vega Caro. 2014. "Las emociones en el aprendizaje online." RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa 14, no. 1: 1.
Resumen El propósito de este trabajo es presentar la valoración del profesorado sobre una herramienta web que sirve para el diagnóstico de la cultura de género en la escuela. Esta iniciativa se desarrolla a raíz de la puesta en marcha del I Plan de Igualdad entre Hombres y Mujeres en Educación de Andalucía. Este artículo presenta un estudio descriptivo basado en encuesta sobre la valoración del profesorado acerca de esta herramienta web. Participan en el estudio 185 profesores de centros educativos públicos. Los resultados muestran una valoración óptima de la herramienta, destacando su impacto positivo en el clima y prácticas escolares. Se observan diferencias en la valoración del profesorado según la experiencia de uso de la herramienta. Abstract The aim of this paper is to present the teachers assessment about a web tool which serves to assess a culture of gender equality in school. This initiative is carried out in the frame of the First Plan for Equal Opportunities between Men and Women in Education in Andalusia. This article presents a survey study whose purpose is to know the teachers’ assessment about this web tool. 185 teachers participate in this study. The results show a positive teachers’ assessment of the web tool, emphasizing its positive impacts into school climate and practices. The results reveal significant statistically differences in the teachers’ assessment according to their experience in the use of the web tool.
Mª Ángeles Rebollo; Rafael García Pérez; Raquel Barragán Sánchez; Olga Buzón García; Estrella Ruiz Pinto. TECNOLOGÍAS PARA LA COEDUCACIÓN Y LA IGUALDAD: VALORACIÓN DEL PROFESORADO DE UNA HERRAMIENTA WEB. Educación XX1 2012, 15, 1 .
AMA StyleMª Ángeles Rebollo, Rafael García Pérez, Raquel Barragán Sánchez, Olga Buzón García, Estrella Ruiz Pinto. TECNOLOGÍAS PARA LA COEDUCACIÓN Y LA IGUALDAD: VALORACIÓN DEL PROFESORADO DE UNA HERRAMIENTA WEB. Educación XX1. 2012; 15 (1):1.
Chicago/Turabian StyleMª Ángeles Rebollo; Rafael García Pérez; Raquel Barragán Sánchez; Olga Buzón García; Estrella Ruiz Pinto. 2012. "TECNOLOGÍAS PARA LA COEDUCACIÓN Y LA IGUALDAD: VALORACIÓN DEL PROFESORADO DE UNA HERRAMIENTA WEB." Educación XX1 15, no. 1: 1.
Rafael García-Pérez; María-Ángeles Rebollo; Luisa Vega; Raquel Barragán-Sánchez; Olga Buzón-García; Joaquín Piedra. El patriarcado no es transparente: competencias del profesorado para reconocer desigualdad. Cultura y Educación 2011, 23, 385 -397.
AMA StyleRafael García-Pérez, María-Ángeles Rebollo, Luisa Vega, Raquel Barragán-Sánchez, Olga Buzón-García, Joaquín Piedra. El patriarcado no es transparente: competencias del profesorado para reconocer desigualdad. Cultura y Educación. 2011; 23 (3):385-397.
Chicago/Turabian StyleRafael García-Pérez; María-Ángeles Rebollo; Luisa Vega; Raquel Barragán-Sánchez; Olga Buzón-García; Joaquín Piedra. 2011. "El patriarcado no es transparente: competencias del profesorado para reconocer desigualdad." Cultura y Educación 23, no. 3: 385-397.
El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos y en los roles del profesorado y del alumnado. El objetivo de la formación universitaria se concreta en el logro de las competencias profesionales. Esto conlleva transformaciones en las estrategias y procedimientos de evaluación de los aprendizajes. Este trabajo presenta los resultados de una innovación en la evaluación de los aprendizajes universitarios con portafolios electrónicos. La incorporación de metodologías activas, con apoyo de las Tecnologías de la Información y la Comunicación para favorecer un aprendizaje activo, exigen cambios en los métodos de evaluación. Presentamos una experiencia de aplicación de portafolios electrónicos. Destacamos su rol en el desarrollo de competencias metacognitivas y reflexivas. Los resultados muestran una valoración positiva en la adquisición de competencias por el alumnado, tanto en la comprensión de los propósitos y procesos del aprendizaje como en el logro de las competencias planificadas.
Raquel Barragán; Rafael García; Olga Buzón; María Ángeles Rebollo; Luisa Vega. E-Portafolios en Procesos Blended-Learning: Innovaciones de la Evaluación en los Créditos Europeos. REDU. Revista de Docencia Universitaria 2009, 7, 1 -16.
AMA StyleRaquel Barragán, Rafael García, Olga Buzón, María Ángeles Rebollo, Luisa Vega. E-Portafolios en Procesos Blended-Learning: Innovaciones de la Evaluación en los Créditos Europeos. REDU. Revista de Docencia Universitaria. 2009; 7 (1):1-16.
Chicago/Turabian StyleRaquel Barragán; Rafael García; Olga Buzón; María Ángeles Rebollo; Luisa Vega. 2009. "E-Portafolios en Procesos Blended-Learning: Innovaciones de la Evaluación en los Créditos Europeos." REDU. Revista de Docencia Universitaria 7, no. 1: 1-16.