Archive

Emotional imbalance, generated in teaching practice, produces an unhealthy interference on professional activity. In this work, we argue that the most worrying aspect of this situation lies not so much in the risks attributed to the teaching profession, but in the growth of the state of disappointment among teachers, as this conceals the sources from which the teaching institution can foster enthusiasm and become a space for personal realisation. In the good practices of many teachers there may be a preventive principle for teaching malaise and

We assessed the teaching and assessment methods of 326 university professors and we found out four teaching styles by using cluster analysis: the first one, learning-centered, and with teaching abilities; the second one, teaching-centered, and with some teaching abilities; the third one, learning-centered and with less teaching abilities than the first group; and the fourth one, more teaching-centered than the second group, and with less teaching abilities than that one. We selected 42 professors of these groups and we assessed the learning processes

This paper intends to know the professional competencies that in service teachers working in the autonomous community of Madrid consider necessary for their educational practice. With this aim a questionnaire was made to analyze the importance that such competencies have for their professional development, the use they made of them in their daily practice and the training they received in how to carry them out. Next, our compiled results are compared with those of other research on this field, and finally some proposals are put forward for initial

The European Higher Education Area stresses the importance of a learning-oriented teaching, which implies a change in assessment practices in order they become moreinvolved in the optimisation of learning, and not merely marking-oriented. Some approaches in the international context claims for a learning-oriented assessment and point out that three conditions have to be met: 1) assessment tasks must also be learning task; 2) feedback must be provided to students in order to guide their future learning; and 3) students must take part in the evaluation

In this article, the experience lived by the sons and daugthers of moroccan inmigrants during the process of construction of their identities is studied in the contexts of the Spanish culture and society. Our study shows the most important difficulties of those children building their identity beetween the values  of their own society and those of the Spanishs one, offering useful suggestions in order to elaborate educational strategies to improve the process of construction of their identities.

Using a sample of countries with a similar level of development, this paper analyzes the structure of the Spanish system of education. It shows that its lack of differentiatiion has a negative impact on academic achievement and student retention. It also shows that it affects negatively the demand on vocational education and makes difficult the school to work transition. The stylized description of the schooling system is based on various sources of information. Data used in the analysis of the internal efficiency of the system come from the OECD

This paper deals with the main topics of the postmodern pedagogy and its relation with the heideggerian hermeneutics and with the old" ideal of the New School. A critical analysis of the emancipatiory ideology, of the non-directivity and of the disregard for the memory is carried out. It is emphasized how the postmodern trend can offer a contribution positive as much as it does not despise the socratic tradition. That is because in spite of the appearance, postmodern pedagogy is inserted in that tradition.

This paper presents an analysis of the literatureon the choices of scientific school subjectsand theirinfluent factors, as the choices are important on thepresent crisis of scientific vocations.The factors that influence science choices are personal, educational, and out-of-school. The most important personal factors are gender and attitudes toward science and toward school science subjects; both attitudes and gender are specially analysed. The quality of science education as implemented by curriculum, by teachers and trough equity issues are some