Revista INTEREDU11

“I am capable, I am going to study”: Academic self-efficacy increases cognitive engagement.

Benjamín Melgarejo Reichelt — Wed, 28 Aug 2024 00:00:00 +0000

School engagement is relevant to students’ academic, success and performance. One factor that affects this is academic self-concept. However, how the two interact is not entirely clear. Therefore, the objective of this study was to determine the process by which academic self-concept influences school engagement. For this, the factors of academic self-efficacy and academic performance, from academic self-concept, and of cognitive engagement and emotional engagement, from school engagement, were included. These were measured in second cycle basic students of an educational establishment in Gran Concepción. The relationships between these were evaluated using linear regression models. The results showed that they maintain a positive association. Specifically, between academic self-efficacy and cognitive engagement. From this, the implication of these results for school life and future lines of research are discussed.

Aspects and perspectives for Initial Teaching Training in today’s Chile: the case of language and literatura teachers

Alex Pavié Nova, Claudio Martínez Momberg — Thu, 29 Aug 2024 00:00:00 +0000

The professional competencies of a teacher of language and literature become remarkable in the teaching activity; the professional development of this teacher is evolutive which requires specific competencies to manage both the long-lasting life professional development and the teaching of discipline. This work analyzes the challenges proposed by the acquisition and development of teaching professional competency within the teaching in language and literature scope. By taking into account the literature review where the way formative programs are carried out to train new teachers, it is observed that the competency-based approach has not been set up in agreement. The results of this research reveal the existence of a gap in the described area. Then, this work accounts for (a) there is no clear conceptualization regarding the understanding of initial training in the scope of humanities, and (b) the competency models where the curriculum designs are based are simply variations or adaptations of the analyzed approaches, are applied in an isolated and/or discretionary way without identifying an organizational axis to indicate how to use each of them.

Technological resources for teaching statistics and probability in Chilean Primary Education textbooks

Paloma González-Zúñiga, Danilo Díaz Levicoy, Audy Salcedo — Wed, 28 Aug 2024 00:00:00 +0000

The objective of this research is to describe the technological resources present in Chilean textbooks for the teaching of mathematics in Primary Education in the subjects of statistics and probability. To achieve this objective, qualitative research was carried out, using the content analysis method. A total of 24 textbooks were analyzed, three per course (student’s text, teacher's guide and exercise book), from 1st to 8th grade of Primary Education. Among the results, it is highlighted that the technological resources are focused on the final courses (7th and 8th), the most frequent being the learning guides. In addition, a significant number of resources that do not work or are not available were observed. It is concluded that there is a need to increase the variety and number of technological resources that support the teaching and learning processes of statistics and probability.

Transmission of Küme Mogen in the Indigenous Chihuimpilli Community, Freire Municipality, Araucanía Region, as a Contribution to Intercultural Education

Rosa Haase Aguirre, Agustinus Narú, Diana Vargas — Mon, 04 Nov 2024 18:41:59 +0000

The native peoples or indigenous peoples offer us from their cultural values, some perspective to live well, harmonies and balance in different aspects of life. One of the knowledge areas of the Mapuche cosmovision (worldview) that interests us and we want to explore is the Küme Mogen. The Küme Mogen has provided us with a great contribution to intercultural education. The values of Küme Mogen or good living that encompass four dimensions individual, social, ecosystem, and spiritual. The four dimensions above have a great contribution to today's heterogeneous society, to live in harmony, mutual respect, and healthy coexistence (healthy good relationship). And this must be experienced from now on in the educational community as a privileged place for the training of the future generation. Thus, we set ourselves three objectives: Describe the principles, roles, and practices of the Küme Mogen, of the Mapuche families and authorities in the Chihuimpilli indigenous community. Identify the level of knowledge of the teachers' management team and the indigenous community about the Küme Mogen to be incorporated as an essential element of the Institutional Educational Project (IEP). Finally, is to propose to the Chihuimpilli Community School, to incorporate the principles of Küme Mogen in the IEP, to strengthen intercultural education. The qualitative research used some methods: semi-structured interviews, and Focus Groups. The non-probabilistic sample was made up of 15 people, six teachers and nine elderly people from the community. The outcomes of the research indicate that the values are so important, but in reality, the community concern is that the important values are less practice in the life of the new generation on one hand. On the other hand, the education community has put these values into practice in very informal ways, but the educational community has not included yet them in the Institutional Educational Project.

Negotiating learning in complex environments

Alex Sebastián Valarezo Sánchez, Floralba del Rocío Aguilar Gordón — Mon, 04 Nov 2024 00:00:00 +0000

Education, a phenomenon that has blessed man, today curses him. The bureaucratic, linear and predictive nature of curricula is a rope around the neck for learning, supplanting it with representative formalizations and ignoring the radicality, complexity and contingency involved in its execution. For this reason, both teachers and students today suffer from education, running after the pre-established curricular time, unintentionally, also running away from learning. For these reasons, the present topic aims to understand the state of the learning phenomenon in educational institutions, from a functional and structural analysis of these, from the theoretical perspective of Niklas Luhmann's social systems. The methodology with which this subject is approached is bibliographic, deductive, and descriptive in nature, since, from different sources and theories, institutionalized education is analyzed in order to describe it interpretatively. The idea defended in this text is that learning is a non-primary issue in institutionalized education, remaining in the background, succumbed by the binary code that governs the institutions and embodied only in curricular representations that do not validate that learning is something contingent and erected in complexity, which only if negotiated, can achieve full attainment in students.

Costering self-regulated learning competencies in third-year high school students during the covid-19 pandemic

Jonathan Alejandro Coñuepán Meza, Estefanía Inés del Pilar Velásquez Zapata — Mon, 11 Nov 2024 15:48:22 +0000

The study presents an intervention conducted in a subsidized school in Talcahuano, Chile, to enhance participation in virtual classes and assignment submissions among third-year high school students. The researcher identified the need to strengthen self-regulated learning competencies, drawing on Barry Zimmerman's theoretical framework, therefore virtual psychoeducational workshops were developed, and a teacher's guide was created to promote self-regulated learning. Participation in the workshops was voluntary, and an interactive online platform was used to encourage students’ attendance. The intervention revealed improvements in learning processes, highlighting the workshops' effectiveness and the teacher's guide in fostering these competencies. These findings underscore the importance of implementing self-regulated learning strategies, especially in the context of virtual education during the COVID-19 pandemic. The intervention successfully enhanced participation and assignment submission among third-year high school students. Continuation and expansion of similar programs are recommended to enhance learning processes in remote instruction.