Artículos de revistas
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Esta colección incluye artículos de revistas de profesores de la Pontificia Universidad Católica de Chile, publicados en revistas nacionales y extranjeras.
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- ItemLearning biodiversity care in everyday life: teacher education in contrasting biocultural contexts(2024) Méndez Herranz, Manuela Oriana; Cabello González, Valeria MagalyEarth’s biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to ensure inclusive and equitable quality education pertinent to local communities. Conducted across three diverse Education Faculties in Chile, qualitative methods such as questionnaires, syllabi analysis, and interviews were employed. Findings reveal that preservice teachers primarily acquire biodiversity knowledge through natural sciences courses, albeit with variations across Faculties. The study highlights the importance of situated perception in connecting biodiversity education to the everyday experiences of preservice teachers. It also underscores the ethical and political dimensions of biodiversity education, including participation, interdependence, social commitment, and integration into daily life. Recommendations include fostering collective responsibility, contextualizing teaching methods, incorporating hands-on projects, and modeling responsible biodiversity stewardship in teacher education.
- ItemCo-enseñanza entre docentes de matemáticas y de educación especial para promover la argumentación en el aula(2024) Pena Rincon, Pilar Alejandra; Solar Bezmalinovic, Horacio; Gomez Zaccarelli, Florencia Sofia; San Martin Ulloa, Constanza Andrea Del Pilar; UC; Universidad Diego Portales
- ItemHome Learning Environments of Children in Mexico in Relation to Socioeconomic Status(2021) Susperreguy Jorquera, Maria Ines; Jiménez Lira, Carolina; Xu, Chang; LeFevre, Jo-Anne; Blanco Vega, Humberto; Benavides Pando, Elia Verónica; Ornelas Contreras, MarthaWe explored the home learning environments of 173 Mexican preschool children (aged 3-6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children's numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent-child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n = 99) reported higher numeracy expectations than high-SES parents (n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children's numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children's numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children's home numeracy experiences.
- ItemCreencias sobre escritura en docentes y futuros docentes: validación del instrumento y resultados comparativos(Emerson de Pietri, 2024) Espinosa, María Jesús; Escribano, Rosario; Marchant, Jorge; Morales, Solange; Castillo, Carolina© (2024), (Emerson de Pietri). All rights reserved.Although there is consensus regarding the importance of writing for learning across school subjects, classrooms instruction does not usually foster the development of complex writing skills. This research addressed teachers’ beliefs, given its relevance in informing educational decision-making. Specifically, a comparative study was undertaken to explore Chilean in service and pre-service teachers’s beliefs about writing, following the epistemic tradition. To achieve this, a Spanish instrument, centered on reproductive and epistemic beliefs, was adapted and validated through the administration of an online questionnaire to a sample of 232 participants. Confirmatory factor analysis (CFA) was employed, confirming the structure of two independent scales. Descriptive and mean comparison analyses between practicing and pre-service teachers, as well as between primary and secondary education teachers, revealed higher scores on the epistemic scale than on the reproductive scale for all groups. However, for the planning and textualization dimension, results leaned towards reproductive beliefs. Concerning reproductive beliefs, practicing teachers scored higher than pre-service teachers. Regarding epistemic beliefs, primary education teachers and practicing teachers scored higher than secondary education teachers and pre-service teachers. These results partially align with previous national studies on teachers’ beliefs about writing. The findings suggest some implications for teacher education in writing.
- ItemRepensando el concepto de “Calles Completas” desde miradas decoloniales(2024) Tironi Rodo, Martin Carlos; Sagaris, Lake; Moraga-Zárate, Marcela; Forray Claps, RosanaLa aplicación de políticas de “Calles Completas”, originada en Estados Unidos en la segunda mitad del siglo XX, se ha generalizado en todo el mundo, extendiéndose incluso a las principales ciudades del Sur Global. Sin embargo, los retos que plantea la realidad del Norte Global difieren fuer-temente de los presentes en los países en desarrollo. Este artículo se centra en el contexto latinoamericano, reflexionando sobre las lagunas que ha dejado su carácter colonizador y su implementación en la Región. Desde una perspectiva de colonial, estos vacíos se exploran a través de un estudio cualitativo que examina la visión de las calles desde la perspectiva de diferentes actores en dos comunas de Santiago de Chile. Se concluye que el conocimiento adquirido a partir de las experiencias y perspectivas de las comunidades locales es fundamental para planificar y diseñar Calles Completas para el Buen Vivir