Archive

This paper gives an answer from assessments of cultural competences in architectural design learning. Learning based on competences raises fears about a displacement of a humanistic education by job training. Even before the competences approach was adopted in the field of architectural design learning, from some points of view, neither architectonic culture nor formation in the humanities was considered necessary to design. Its introduction increases the awareness on the possibility to lose the humanistic content in the architectural training.

Today we will see the need to rethink the teaching and learning models at Schools of Architecture, reconsidering the ways of teaching and learning. In this sense, the teaching of architectural design should step away from the attitude that is still prevalent in many schools, consisting of conveying predetermined teaching or a closed and complete architectural culture, which attempts to exhaust all the avenues of knowledge, showing a strict and infallible method. What is needed, though, is an active and plural education that considers the complexity

This paper discusses the presence of the character teacher or professor, carrier of pedagogical ideas, in the Spanish novel of the period between realism and the avant-garde. From the review of sixty-six novels and fifteen stories, it inquires about educational concepts and subgenres. The examination of the character leads to the separation of four narrative modes: schoolteachers (male and female) in the realistic novel, the philosopher-educator in the lyric novel, the teacher-cleric in the religious boarding school subject to the scheme of anti-Bildungsroman,

The main purpose of the present paper is to check whether there are relationships between the different levels of academic achievement and perceived parental involvement in homework, as well as to know whether these relationships vary as they advance to upper grade levels. The sample consists of 730 Secondary School Students (ranging from 12 to 16 years of age). The results indicate that students with high performance are associated with higher perceptions students’ regarding parental expectations of their capabilities and the level of satisfaction

Development Education (DE) it is considered as an educational process that promotes the citizenship committed to development. This issue becomes a topic of particular interest in the context of Post-2015 agenda to achieve the United Nations Millenium Development Goals for human development. This article discusses, from a pedagogical perspective, whether the DE should have its own space in compulsory education in Spain, as it is advocated by some sectors linked to development cooperation, or rather must be integrated by other educational approaches

The current market demands a high level of employability and the successful completion of demanding selection processes.In this article, we are going to present the results of an investigation whose goals were to analyze the own knowledge of the finalists students of the University of Vigo about of the contituent components/ stages in the process for work placement, and assessing the knowledge/ participation degree and evaluation of the own usefulness about the programs and services in this institution for promoting the employability. A questionnaire

The results of this research show that the implementation of the 1to1 model in the Community of Madrid has caused some openness towards a less transmissive educational work, towards a less instrumental digital competence and it has increased coordination among teachers. However, substantial changes in educational practices or student performance are not observed yet. Teachers, even though they feel pressured, are committed to the project and they still continue their training, seeking new proposals to bring to the classroom and assessing their practice

In this paper we intend to identify a professional speciality of Pedagogy that responds to a socio-labour demand, which is based on a little known research tradition, but well-founded. However, this field of interest has not an explicit implementation in the current university study plans. With this aim, we try to find out, through a descriptive-exploratory analysis, the origins of Labour Pedagogy. We also want to know how we can conceptualize Labour Pedagogy, why we consider it so important discipline, both from an academic and a professional perspective,