http://hdl.handle.net/10366/155056 Tue, 21 Apr 2026 20:49:21 GMT 2026-04-21T20:49:21Z http://hdl.handle.net/10366/162264 [ES] La investigación sobre el ocio del alumnado universitario es pertinente porque proporciona insights cruciales para diseñar intervenciones educativas y sociales que promuevan un equilibrio saludable entre el ámbito académico y el bienestar integral de la juventud en la sociedad contemporánea. El estudio presentando se propone averiguar la tipología, la conceptualización, la accesibilidad y las demandas del alumnado de la Universidad de Salamanca con respecto a su ocio y tiempo libre. Se aplicó la metodología cualitativa, el foco de información se centró en captar las experiencias e interpretaciones subjetivas del alumnado mediante el análisis de narrativas procedentes de preguntas abiertas de un cuestionario elaborado ad hoc a partir de la literatura revisada. La muestra quedó constituida por 487 discentes de la Universidad de Salamanca. Tras la realización del análisis de contenido con ayuda del Computer-Aided Qualitative Data Analysis NVivo12, se concluye que la mayoría considera que su tiempo de ocio está relacionado con la salud y que sus hábitos tienden a ser saludables, sienten satisfacción, relajación, liberación y diversión, participan preferentemente en actividades deportivas, más en grupo que individualmente, junto con actividades vinculadas a la música, actividades culturales, asistencia a charlas y conferencias, visitas culturales y voluntariado. También, demandan aumento de viajes y excursiones, junto a las actividades sociales de convivencia. Finalmente, la investigación sobre esta realidad desde la pedagogía y la educación social es fundamental para aplicar enfoques pedagógicos participativos y estrategias de intervención que fomenten el desarrollo personal y social del estudiantado, promoviendo así una cultura del ocio inclusiva y enriquecedora.; [EN] Research on university students’ leisure is relevant because it provides crucial insights for designing educational and social interventions that promote a healthy balance between academic pursuits and the overall well-being of young people in contemporary society. Thus, the study aimed to investigate the typology, conceptualization, accessibility, and demands of the University of Salamanca students regarding their leisure and free time. A qualitative methodology was applied, focusing on capturing students’ subjective experiences and interpretations through the analysis of narratives derived from openended questions in a specially designed questionnaire, considering the reviewed literature. The sample consisted of 487 students from the University of Salamanca. After conducting content analysis with the assistance of Computer-Aided Qualitative Data Analysis NVivo12, it is concluded that the majority consider their leisure time related to health, with predominantly healthy habits, experiencing satisfaction, relaxation, release, and enjoyment, engaging primarily in group sports activities, along with music-related activities, cultural events, attending talks and conferences, cultural visits, and volunteering. Additionally, they express a demand for increased travel and excursions, as well as social activities for socializing. Finally, researching this reality from the perspectives of pedagogy and social education is fundamental for applying participatory pedagogical approaches and intervention strategies that promote students’ personal and social development, thus fostering an inclusive and enriching leisure culture.; [PO] A investigação sobre o tempo livre dos estudantes universitários é relevante porque fornece informações cruciais para a conceção de intervenções educativas e sociais que promovam um equilíbrio saudável entre o ambiente académico e o bem-estar geral dos jovens na sociedade contemporânea. Assim, o presente estudo teve como objetivo conhecer a tipologia, a concetualização, a acessibilidade e as exigências dos estudantes da Universidade de Salamanca em relação ao seu tempo livre e de lazer. Aplicou-se a metodologia qualitativa, onde o foco da informação foi a captação das experiências subjectivas e interpretações dos estudantes através da análise de narrativas a partir de questões abertas de um questionário elaborado ad hoc tendo em conta a literatura revista. A amostra foi constituída por 487 estudantes da Universidade de Salamanca. Após a realização da análise de conteúdo com a ajuda do programa Computer-Aided Qualitative Data Analysis NVivo12, concluiu-se que a maioria considera que o seu tempo livre está relacionado com a saúde e que os seus hábitos tendem a ser saudáveis, sentem satisfação, relaxamento, libertação e diversão, participam preferencialmente em actividades desportivas, mais em grupo do que individualmente, juntamente com actividades relacionadas com a música, actividades culturais, participação em palestras e conferências, visitas culturais e voluntariado. Exigem também um aumento das viagens e excursões, bem como das actividades sociais. Finalmente, a investigação desta realidade na perspetiva da pedagogia e da educação social é essencial para aplicar abordagens pedagógicas participativas e estratégias de intervenção que favoreçam o desenvolvimento pessoal e social dos alunos, promovendo assim uma cultura de lazer inclusiva e enriquecedora. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/10366/162264 2024-01-01T00:00:00Z http://hdl.handle.net/10366/155440 [EN] This study conceptualises teacher attrition as a dynamic process of identity construction and interpretation in shifting professional knowledge landscapes, which attunes to both individual and contextual milieus. From this perspective, this narrative inquiry describes the attrition experiences of two Chinese beginning teachers after two years of employment in two middle schools after being prepared in the Free Teacher Education (FTE) Program. Specifically, the beginning teachers experienced tensions in their ‘stories to live by’, characterised by the motivations for joining the FTE Program and the unsupportive professional landscapes. The ‘stories to leave by’ came to dominate their identities when the teachers could no longer sustain their images of who they thought they could be as curriculum makers. Other contextual elements included the burden of school administration and rigid teacher evaluation policies. The implications for fostering teacher identity development are discussed, especially for beginning teachers coming from the FTE Program in China. Thu, 25 Jun 2020 00:00:00 GMT http://hdl.handle.net/10366/155440 2020-06-25T00:00:00Z http://hdl.handle.net/10366/155311 [EN] Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched with the purpose of trying MOOC technology and measuring its impact on the academic, business, and social sectors. Under this scenario, this study aimed to show the relationship between using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for socio-demographic information and predictive models. A total of 6246 participants enrolled in the MOOC and 1060 finished it. The results showed that participants aged between 20 and 50 had the highest completion rates in the gamified challenge; the higher academic degree, the more inclined participants were to solve the gamified challenge; and no such distinction exists by gender. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/10366/155311 2020-01-01T00:00:00Z http://hdl.handle.net/10366/155304 [EN] Schools are learning spaces determined by the singularities of their students, their teachers and particular contexts. The ‘complexity thinking’ approach implies understanding that schools are complex systems determined by multiple factors and unpredictable circumstances. Teacher Resilience (TR) has been often linked to self-efficacy in dealing with such challenging scenarios, as it intercedes between the complexities of the contexts of practice and the individuals’ actions. The aim of this study is to understand to what extent TR might help to increase self-perceived efficacy for beginning teachers. A total of 180 Spanish beginning teachers participated in this study. Findings reported a strong positive correlation between the two variables and statistically significant regression scores between the motivational and social dimensions of TR and self-efficacy. Therefore, TR could be a determining factor to enhance their adaptative skills to face challenging situations, leading to self-efficacy. Consequently, TR should be reconsidered in beginning teacher induction programmes. Wed, 24 Mar 2021 00:00:00 GMT http://hdl.handle.net/10366/155304 2021-03-24T00:00:00Z http://hdl.handle.net/10366/155294 [EN] Online courses are mainstream throughout higher education. This pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020; Garrison, 2011). Tenure-track and contingent faculty’s willingness to teach online serves students, but little research critiques the forces that produce and constrain faculty’s efforts. Even the most current discussions of faculty readiness lack a strong grounding in criticality. Without such a critical orientation, the power and equity issues involved in the higher education marketplace of online teaching cannot be adequately examined. This critical integrated literature review of 44 studies documents themes of the affective dimensions and identity disruption surrounding faculty’s readiness to teach online and explores their professional vulnerability. Structural and cultural forces that produce and constrain faculty’s experiences transitioning to online teaching emerged from the analysis. This conceptualization of faculty readiness provides a foundation upon which to theorize faculty’s equitable experiences of online teaching. Mon, 03 Aug 2020 00:00:00 GMT http://hdl.handle.net/10366/155294 2020-08-03T00:00:00Z http://hdl.handle.net/10366/155288 [EN] This paper examines Chinese (n = 11) and Spanish (n = 11) student teachers’ learning-to-teach experiences during the teaching practicum or placement period through the lenses of transformative learning theory and third space construct. We traced student teachers’ transformative learning experiences through observation, interviews, reflective journaling, and metaphoric identity narratives. Five major themes emerged related to the participants’ professional learning experiences: (1) the disorienting dilemmas, (2) reflections and explorations of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Moreover, third space helped the participants negotiate a series of binaries undesirable in teacher education, such as episteme and phronesis, stability, and evolution of their professional identities. This paper contributes to a fine-grained account of Chinese and Spanish student teachers’ professional learning experiences in different sociocultural contexts. Implications for fostering Eastern–Western dialogues on teachers’ transformative learning experiences and creating third space (hybridity and boundary-crossing) in teacher education are discussed. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/155288 2023-01-01T00:00:00Z http://hdl.handle.net/10366/155285 [EN] This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher’s action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be facilitated during teacher education. Action-oriented knowledge integrates theoretical and practical aspects of teaching, and it needs to be investigated in the context of teaching practice in teacher education. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning. Wed, 21 Aug 2019 00:00:00 GMT http://hdl.handle.net/10366/155285 2019-08-21T00:00:00Z http://hdl.handle.net/10366/155282 [EN] Teachers who mentor student teachers on practicum play a critical role in teacher education. However, it is widely reported that these teachers are poorly prepared and lack sufficient knowledge for mentoring. And what is known about mentoring is largely drawn from idiosyncratic single-context studies. In an attempt to extend the scope of this knowledge, this study draws on the Mentoring Profile Inventory (www.mentoringprofile.com) to chart how mentors conceive of their work within and across six international contexts. The outcome is a comparative analysis that highlights what is ‘particular’ versus what is ‘general’ across contexts that has not been previously reported. Wed, 01 Apr 2020 00:00:00 GMT http://hdl.handle.net/10366/155282 2020-04-01T00:00:00Z http://hdl.handle.net/10366/155207 [EN] This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transitioning online in a context of a crisis contorts normal longitudinal perceptions of preparation and readiness. This new sense of temporality was connected to unexpected benefits of bringing them into partnership with their students. However, quantitative and qualitative results are interpreted to show that assessing students’ equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties are areas in need of attention from professional development designers and policy makers. Sun, 06 Sep 2020 00:00:00 GMT http://hdl.handle.net/10366/155207 2020-09-06T00:00:00Z