Capítulos de libros

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Convergence of Digital Technologies in Science Teaching at School
(Springer Nature, 2024) García-Martínez, Álvaro; Struchiner, Miriam; Quintanilla Gatica, Mario R.; Abella, Sandra; Abella-Peña, Leonardo; Rodríguez-Malebrán, Mariano; Dos Santos Neto, Raul
This chapter presents the convergence of digital technologies applied in four experiences of interaction in science education. The first experience presents the potential of the interaction forums of virtual social networks in the context of physics explored through a science fiction film. The second summarizes the development of a video game for mobile devices focused on the recognition of biological controllers. The third and fourth sections present the design and application of online role-playing video games to teach about wetland ecosystems and to develop the concept of discontinuity of matter, respectively. Each of the experiences presents its objectives, scope, and limitations, together with reflections and projections of the work done, with the intention of offering the reader possible scenarios for future or current research in the field.
Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
Managerial discourse as neutralizer? The influence of the concealment of social categories on the experience of workplace bullying in research organizations
(Emerald Group Publishing Ltd., 2022) Vandevelde-Rougale, Agnès; Guerrero Morales, Patricia
This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an inter-sectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of "neutral" individuals at work, or else celebrating their "diversity," conceals power relations rooting on different social categories. This process influences one's perception of one's experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.
Privatisation, School Markets and Socioeconomic Segregation: An International Overview
(Springer Nature, 2023) Gutiérrez Cofré, Gabriel
Several educational systems have introduced market-oriented reforms in the last two decades. Recent research has suggested that these schemes may increase the socioeconomic segregation of the school systems, especially when designed to boost between-school competition (Verger A, Fontdevila C, Zancajo A, The privati zation of education: a political economy of global education reform. International perspectives on education reform. Teachers College Press, 2016). From an interna tional comparative perspective, this chapter explores how between-school socioeco nomic segregation has changed in 33 school systems in the last two decades and its association with features of the educational markets. Drawing on the Programme for International Student Assessment (PISA) records from 2000 and 2018, the anal ysis provides segregation (dissimilarity) measures for countries with heterogeneous levels of private provision, academic selectivity, and school fees. The fndings stress that the segregation of socioeconomically disadvantaged students remains a signif cant challenge for most educational systems. However, the estimations suggest no clear relationship between the evolution of school market features under analysis and changes in socioeconomic segregation. The complexities of reducing the system segmentation and its relation to school reform are discussed in the conclusions.
Rethinking Science Education in Latin America. Diversity and Equity for Latin American Students in Science Education
(Springer Academic Publishers, 2024) Marzábal Blancafort, Ainoa; Merino, Cristian
This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education. It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers. This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifyingreform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
Teachers’ scientific explanation practices: Opportunities for equity
(Emerald Publishing Limited, 2024) Cabello González, Valeria Magaly; Geelan, David

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