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This paper proposes separating the survey of students’ satisfaction with their teachers from the survey of their satisfaction with the module, and presents the implementation of this process at the Universidad de La Laguna (ULL). Items linked to teacher performance were differentiated from those referring to the subject in the Docentia-ULL survey. The final teacher survey comprised 12 items. In order to compare it with the original 22-item sur- vey, we compared the results from the overall assessment of teachers in the original survey with a simulation

The evaluation of teaching performance is a challenge and a necessity for the university community, which confers importance to it as it reflects the quality of the teaching-learning process. Different factors influence the out­comes of the teacher-student relationship, such as teacher credibility or academic motiva­tion. Therefore, the purpose of this study was to predict the results of the evaluation on uni­versity teachers based on student perceptions of teacher credibility, mediated by the motiva­tion of university students. 674 students

The results of the 2019 Pisa Reports confirm that the Spanish education system continues to stagnate after compulsory ed­ucation has been completed. This situation calls for self-criticism on the part of all ac­tors involved. One of the groups concerned are the university professors and lectur­ers who provide training for prospective teachers. Among them are those who teach General Didactics. They provide basic and multi-purpose training on teaching meth­ods for prospective teachers. For this pur­pose, they usually consider traditional and

This article aims to expand the theoretical basis of personalised education with the help of Leonar­do Polo’s transcendental anthropology. Specifically, it addresses the difficulty of arranging learning and teaching so that they can be regarded as parts of a strict duality, that is to say, exercises that cannot be done without both elements. This particular mutual reference or intrinsic opening enables per­sonalised educational growth, which is intrinsic or habitual perfecting, thus preventing learning and teaching from becoming disconnected

The levels of Self-Perceived and Ob­served Information Literacy for a sample of in-service teachers and future teachers of Primary and Secondary Education are analysed as a whole and by its components of Searching for, Evaluating, Processing and Communicating Information. To do so, two validated tools are used which enable us to obtain Self-Perceived Information Literacy levels (through a self-assessment question­naire) and Observed Information Literacy levels (through performance measures) from 442 in-service teachers and future teachers of 7

Research shows a high comorbidity between attention deficit hyperactivity disorder (ADHD) and language problems, similar to those seen in subjects with specific language impairment (SLI) (Helland et al., 2014; Korrel et al., 2017). Our goal was to assess the differences in se­mantic and pragmatic linguistic competences between students with ADHD versus SLI and children with typical development. A total of 142 students, ages 7-12 (M=9.27; SD=1.41), from public, subsidised and private schools participated in the study: 48 (33.80)

Apps that help art teachers work on areas relating directly to artistic competences are a valuable digital teaching resource. In this study we call them art apps. Aims: To validate a measurement instrument for digital applica­tions based on the results we obtained in the first design phase, and to modify the items and identify factors. Methodology: We carried out three processes in this second phase. An exploratory factorial analysis, a pre-confirm­atory analysis, and a confirmatory factorial analysis adjusted by the global or absolute fit indices

In recent years, there has been a signifi­cant increase in international debates, re­search and socio-educational programmes focusing on youth empowerment. One of the main issues with this concept is related to how it is measured and evaluated. Evaluating so­cio-educational actions and projects is crucial in order to design, implement and improve educational practices that help young people to empower themselves. This article presents the process of building and validating a ru­bric, within the framework of the HEBE Pro­ject, for the evaluation