https://hdl.handle.net/10481/17399 2026-04-05T01:02:49Z 2026-04-05T01:02:49Z Zhang, Zheng Quan Tarazi, Ayat Ruíz Cecilia, Raúl https://hdl.handle.net/10481/111961 2026-03-09T08:00:52Z

Conceptualising faculty digital literacy for online teaching in higher education: perceptions, practices and pedagogical implications Zhang, Zheng Quan; Tarazi, Ayat; Ruíz Cecilia, Raúl Motivated by the lack of systematic research on faculty digital literacy for online teaching in higher education across developing countries, this study seeks to conceptualise the construct of faculty digital literacy by exploring faculty perceptions and practices in online teaching in Palestinian universities. Drawing on the data collected from questionnaires, interviews and course materials, the study found that faculty showed varied perceptions of online teaching and demonstrated different pedagogical practices in online teaching. The differences in their perceptions and practices appeared to be influenced by varying levels of faculty digital literacy for online teaching in higher education, which was conceptualised in the study as (1) knowledge of affordances and constraints of digital tools, (2) competence to access, evaluate, and create digital content (3) awareness of ethical digital engagement, and (4) willingness to engage in lifelong learning in the digital era. The study also found that all participating teachers recognised the need to support digital transformation amidst social and political turbulence in Palestine. The study concludes by outlining pedagogical implications for online higher education in developing countries.

Cardoso Pulido, Manuel Jesús Medina Sánchez, Leopoldo https://hdl.handle.net/10481/111529 2026-02-26T07:45:32Z

Perspectivas del profesorado de lenguas en formación: Educación afectivo-sexual, de género. y libertad de expresión Cardoso Pulido, Manuel Jesús; Medina Sánchez, Leopoldo

Guijarro Ojeda, Juan Ramón Cardoso Pulido, Manuel Jesús https://hdl.handle.net/10481/111447 2026-02-24T09:06:07Z

Examining Spanish EFL Pre-service Teachers’ Emotional Intelligence: A Quantitative Study Guijarro Ojeda, Juan Ramón; Cardoso Pulido, Manuel Jesús This article examines the construct of “Emotional Intelligence” (emotionality, self-control, well-being, sociability, self-motivation, adaptability) of English as Foreign Language (EFL) pre-service primary teachers while doing their school practices at the University of Granada (Spain). In order to achieve this objective, we have administered the instrument “Trait Emotional Intelligence Questionnaire–short form” or TEIQue-sf, created by Petrides and Furnham, on eighty-eight student teachers. The focus of our study is centred on the connections between the dependent variable (emotional intelligence) and the independent variables (gender, birthplace, parents’ profession, school area and type, and motivation toward obtaining a teaching degree). In general terms, the mean data out of the six subscales from the instrument highlight that the relationships with colleagues as well as the adaptability to the school context are fundamental in developing emotional intelligence and teacher well-being. Surprisingly, the results indicate that participants with teaching backgrounds—those whose parents are also teachers—do not experience additional well-being, emotional intelligence, or self-control. Moreover, the results shed light on the importance of motivation toward obtaining the degree and by extension, to the teaching profession. Vocational pre-service language teachers will also increase their emotional intelligence and promote teamwork, hence reducing isolation feelings and burnout.

Cardoso-Pulido, Manuel Jesús Guijarro-Ojeda, Juan Ramón https://hdl.handle.net/10481/111412 2026-02-24T07:53:17Z

Estudio comparativo-causal sobre el éxito en la vida escolar en profesorado de lengua extranjera en formación Cardoso-Pulido, Manuel Jesús; Guijarro-Ojeda, Juan Ramón El objetivo de esta investigación se centra en estudiar el constructo “éxito en la vida escolar” en maestras y maestros de 4.º curso del Grado en Educación Primaria con mención en Lenguas Extranjeras (inglés) de la Universidad de Granada durante el periodo de prácticas externas. Para ello, hemos empleado y adaptado a nuestro contexto la herramienta rueda de la vida escolar (López y Valls, 2013) en 88 futuros docentes de lenguas. El foco de estudio lo hemos situado en la relación que se establece entre la variable dependiente (éxito en la vida escolar) con las variables independientes (género, lugar de nacimiento, profesión de los progenitores, tipo y zona del centro, y la motivación para cursar el grado). De forma general, los datos relativos a las medias procedentes de los 12 ítems analizados que recoge nuestro instrumento revelan que las relaciones sociales derivadas de la interacción con el alumnado de educación primaria y las compañeras y compañeros de prácticas tienen un peso preponderante. Sin embargo, el análisis de los datos pone de manifiesto una falta de formación en materia de liderazgo. De manera específica, los resultados aflorados indican que las maestras y maestros con ascendencia docente experimentan un bienestar mayor. Asimismo, los resultados arrojan datos significativos en torno a la importancia de las dimensiones sociales, afectivas y motivacionales dentro de la profesión y formación docente, y su estrecha relación con el éxito en la vida escolar.; This research aims at identifying and describing the construct “educational success” of senior preservice English foreign language teachers in the degree of Primary Education at the. University of Granada while doing their school practices. In order to fulfil the objective, we have applied, and adapted to our setting, the instrument circle of school life (López & Valls, 2013) on 88 future language teachers. The focus of our study is centred on the connections between the dependent variable (educational success) and the independent variables (gender, birthplace, parents’ profession, area and kind of school and motivations towards the degree). In general terms, mean data out of the 12 items gathered in the instrument highlight that the relationships with students (children) and colleagues are pivotal. Nevertheless, our data reflect a lack of teacher training in leadership. In specific terms, the results point out that participants with teaching background, parents who are also teachers, experience additional wellbeing. Moreover, the results shed light on the importance of social, affective and motivational dimensions in the teaching profession and training as well as its pronounced connection with educational success.

Melguizo Moreno, Elisabeth https://hdl.handle.net/10481/106907 2025-10-09T09:55:05Z

El aprendizaje virtual de estudiantes universitarios de Grado en tiempos de la COVID-19 Melguizo Moreno, Elisabeth En este trabajo se pone de manifiesto cómo se ha desarrollado, durante la pandemia de la COVID-19, el aprendizaje online de la asignatura “Didáctica de la lengua española I” (DLE-I) del Grado en Educación Primaria (EP) de la Universidad de Granada (España). Para ello, se optó por una metodología mixta; cualitativa, mediante el diseño de un cuestionario; y, cuantitativa, a través del análisis de los datos con el programa estadístico SPSS. Los resultados revelan que los estudiantes muestran un alto grado de satisfacción con la profesora de la asignatura, valoran que no haya habido un exceso de trabajo en la materia y que las prácticas grupales sean atractivas y dinámicas. Sin embargo, reconocen haber tenido ansiedad, que les ha afectado, a veces, a su aprendizaje y, aunque les ha gustado la rapidez en la asistencia a las clases online y trabajar con sus compañeros, no quedan tan claras sus preferencias con respecto a la experiencia virtual.; This paper focuses on the online learning of the module “Pedagogies of Spanish Language I” from the Degree in primary Education from the University of Granada (Spain) during the COVID-19 pandemic. The study follows mixed methods: qualitative, via the design of a questionnaire; and quantitative, through the analysis of the data with the SPSS statistics software. The results show that the students were highly satisfied with the teacher of the module; they value a manageable workload, as well as attractive and dynamic practical tasks in groups. However, they confess having felt anxiety, which has affected their learning sometimes. Although they enjoyed saving time by attending online classes and working with their classmates, their preferences regarding the virtual experience are not clear.