https://hdl.handle.net/10481/17397 2026-04-19T22:05:42Z https://hdl.handle.net/10481/111961 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. https://hdl.handle.net/10481/111529 Perspectivas del profesorado de lenguas en formación: Educación afectivo-sexual, de género. y libertad de expresión Cardoso Pulido, Manuel Jesús; Medina Sánchez, Leopoldo https://hdl.handle.net/10481/111447 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. https://hdl.handle.net/10481/111412 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. https://hdl.handle.net/10481/106911 Pautas didácticas para el uso de WhatsApp en ESO: escritura académica/ escritura digital Melguizo Moreno, Elisabeth En este trabajo se pretende dar a conocer los resultados de una investigación en marca sobre la utilidad didáctica que tiene la enseñanza de WhatsApp entre los adolescentes de Educación Secundaria Obligatoria (ESO). Para ello se ha promovido la realización de una práctica sobre "Escritura y comunicación digital" a 50 alumnos que cursan el "Máster Universitario en Profesorado de Enseñanza Secundaria Obligatoria y Bachillerato. Formación Profesional y Enseñanza de Idiomas" de la Universidad de Granada (España). La metodología del estudio ha sido de carácter cualitativo, ya que trata de ofrecer pautas que permitan valorar la importancia de este tipo de enseñanza entre los estudiantes de ESO. Es importante que los futuros docentes expliquen a sus alumnos las diferencias existentes entre escritura académica y escritura digital y reconozcan el potencial didáctico que tiene trabajar con WhatsApp, tras las normas digitales establecidas por la RAE en el "Libro de estilo de la lengua española" (2018).