https://hdl.handle.net/10481/85998 Thu, 16 Apr 2026 07:17:08 GMT 2026-04-16T07:17:08Z https://hdl.handle.net/10481/98466 Impacto de un Taller de Desarrollo de Competencias Socioemocionales en Docentes Chilenos Fernández Guajardo, Luis; Muñoz Carvajal, Patricia; Oyanedel Araneda, Claudia; Robledo Peña, Claudia; Martínez Líbano, Jonathan El desarrollo de competencias socioemocionales en docentes tiene un impacto directo en su crecimiento personal y profesional. Este estudio de investigación-acción analizó el impacto de un taller de cinco sesiones en la incorporación de dichas competencias en docentes. Se utilizó un diseño cuasi-experimental con pre y post test, incluyendo dos grupos experimentales y un grupo control. Se aplicó el Inventario de Competencias Emocionales para Adultos (ICEA), basado en una escala tipo Likert, complementado con preguntas abiertas y variables sociodemográficas para evaluar el conocimiento sobre las competencias socioemocionales. Se observaron diferencias estadísticamente significativas entre los grupos experimentales y el grupo control, destacando el impacto del taller. Sin embargo, las comparaciones intragrupo pre y post test no mostraron cambios significativos. El análisis cualitativo reveló un aumento en el conocimiento de las competencias socioemocionales. Este estudio destaca la importancia de implementar intervenciones para promover competencias socioemocionales en docentes. Los hallazgos evidencian el impacto positivo de estas competencias en su desarrollo personal y profesional, incentivando futuras investigaciones e intervenciones en este campo crucial.; Abstract: The development of socio-emotional competencies in teachers has a direct impact on their personal and professional growth. This action-research study analyzed the impact of a five-session workshop on the incorporation of these competencies in teachers. A quasi-experimental design with pre and post-test measurements was used, including two experimental groups and a control group. The Emotional Competency Inventory for Adults (ICEA), based on a Likert-type scale, was applied, complemented with open-ended questions and sociodemographic variables to assess knowledge about socio-emotional competencies. Statistically significant differences were observed between the experimental groups and the control group, highlighting the workshop's impact. However, intragroup pre and post-test comparisons did not show significant changes. The qualitative analysis revealed an increase in knowledge of socio-emotional competencies. This study underscores the importance of implementing interventions to promote socio-emotional competencies in teachers. The findings demonstrate the positive impact of these competencies on their personal and professional development, encouraging further research and interventions in this critical area. Luis Fernández Guajardo – Universidad Andrés Bello - 0009-0000-3064-0584; Patricia Muñoz Carvajal – Universidad Andrés Bello - 0009-0005-0233-7576; Claudia Oyanedel Araneda – Universidad Andrés Bello - 0009-0008-9532-7407; Claudia Robledo Peña – Universidad Andrés Bello - 0009-0000-5758-3700; Jonathan Martínez Líbano – Universidad Andrés Bello - 0000-0003-0774-2691; Recepción: 20.12.2024 | Aceptado: 27.12.2024; Correspondencia a través de ORCID: Jonathan Martínez Líbano - 0000-0003-0774-2691; Área o categoría del conocimiento: Educación; Revisión por pares abierta: Revisora 1 - Michelle Mendoza Lira - ORCID 0000-0003-4275-1841 | Revisor 2 - Cristian Cespedes Carreno - ORCID 0000-0002-6547-3445 https://hdl.handle.net/10481/98466 https://hdl.handle.net/10481/98417 Fostering Cultural Openness regarding Language Education Peña Acuña, Beatriz This research explores the link between Cultural Openness and linguistic education, focusing on learning motivations and multicultural contexts, particularly for teachers and students. It emphasizes cultural openness as crucial for integrating diverse participants and supporting their development in multicultural societies. The systematic review searches for scientific articles from three databases (WOS, Scopus, and ERIC). It evaluates education levels, environments, and external influences across contexts, including native and second language teaching. Using bibliographic analysis based on the Prisma 2020 method, 21 relevant works are synthesized. This approach provides a holistic view. By critically analyzing cultural influences, this research informs pedagogical adaptation in multicultural settings, enhancing educational understanding. These results indicate that multicultural competence is the most frequently addressed topic in the studies, with intercultural education also significant. Other variables, including cultural respect, ambiguity, empathy, and intercultural communication competence, emphasize key research aspects. Promoting multicultural competence and intercultural education at all educational levels is recommended, highlighting teacher training and practices in cultural respect and empathy. The need for research and language policies that encourage Cultural Openness in curricula is also underscored. Most studies are quantitative or essays; thus, more qualitative or mixed-method studies could provide deeper insights into participants' experiences and perceptions. Beatriz Peña-Acuña – Universidad de Huelva - 0000-0002-0951-795X; Recepción: 13.12.2024 | Aceptado: 23.12.2024; Correspondencia a través de ORCID: Beatriz Peña-Acuña - 0000-0002-0951-795X; Financiación: This publication is part of the R&D Project Multiliteracies for adult at-risk learners of additional languages (MultiLits), REF. PID2020-113460RB-I00, financed by (Spanish) Ministry of Science and Innovation and State Research Agency MCIN/AEI/10.13039/501100011033/; Área o categoría del conocimiento: Didactics of language and literature; Revisión por pares abierta: Editora - Karen Josephine - ORCID 0000-0002-1449-3550 | Evaluador - Zósimo López Pena - ORCID 0000-0001-6058-9003 | Evaluadora - Isabel Iniesta Alemán - ORCID 0000-0002-0127-3487 https://hdl.handle.net/10481/98417 https://hdl.handle.net/10481/97758 The Effectiveness of Self-Management Strategies in Effective Use of Leisure Time to Individuals with Intellectual Disabilities Çay, Evgin; Eldeniz Çetin, Müzeyyen Abstract: The purpose of this research is to investigate the effectiveness of self management strategies in effective use of leisure time to individuals with intellectual disabilities. The additional aim of the study is also to determine the effectiveness of the self management strategies in use of self management strategies who individuals with intellectual disability. In addition, sustained attention, persistence, generalization and social comparison were also examined in the study. The social validity of the study was examined through subjective assessment, social comparison and permanency. In the research, instead of single-subject research methods was used inter-subject multiple interrogation model. The data were analyzed by graphical analysis method. Three individuals at the age of 15 years old with mild intellectual disability participated in the study. In addition, 15 individuals with normal development participated in the research during the collection of social comparison data. The dependent variables of the research are the skills of effective use of leisure time, self management strategies and sustained attention. The independent variable of the research is self management strategies. The findings of effectiveness show that self management strategies is effective in the acquiring the effective use of leisure time and use of self management strategies. In addition, participants maintained the 1, 3 and 4 weeks after target behaviors acquired and they have generalised the target behaviors to different people, places and tools. Findings of social validity based on subjective assessment show that the parents of the participants express positive opinions about the study. The results of the the social comparison findings showed that participants perform at a lower level of performance compared to their peers before the research and at the end of the research they performed at a similar level of performance. In addition, participants maintenanced their attentions while they concerned leisure time activity that choose them. Evgin Çay - Balıkesir University - 0000-0002-1199-3939; Müzeyyen Eldeniz Çetin - Bolu Abant İzzet Baysal University - 0000-0001-9231-7344; Reception: 06.12.2024 | Accepted: 10.12.2024; Correspondence by ORCID: Evgin Çay - 0000-0002-1199-3939; Area or category of knowledge: Special Education; Open Peer Review: Jose Miguel García Ramírez - ORCID: 0000-0002-9142-6503 https://hdl.handle.net/10481/97758 https://hdl.handle.net/10481/97755 Ansiedad matemática: una aproximación bibliométrica a 70 años de investigación Martín Colomo, Iván; Marbán, José María; Espina de la Cruz, Estefanía La ansiedad matemática es una emoción que afecta de forma negativa a los procesos de enseñanza-aprendizaje de las matemáticas y que ha adquirido una renovada relevancia como consecuencia del informe PISA 2022. Ahora bien, la preocupación e interés por esta no son recientes, remontándose a mediados del siglo XX. Por tanto, con el objetivo de alcanzar una visión global del tema, se ha realizado un análisis bibliométrico sobre la base de datos WoS que ha incluido documentación publicada desde la aparición del término hasta marzo de 2024, resultando en la generación de gráficos y mapas visuales con SPSS y VosViewer. Los resultados evidencian un crecimiento exponencial de la literatura científica sobre ansiedad matemática, sobresaliendo la aportación de EEUU y sus universidades y destacando también la contribución de España y de la Universidad de Barcelona, entre otros. Además, se identifican las revistas que más publican sobre esta cuestión, estando la mayoría de ellas vinculadas a la investigación en el campo de la psicología. Finalmente, se observa también cómo las publicaciones y temáticas más destacadas son aquellas que prestan atención a la comprensión del constructo, a su conceptualización y a su diagnóstico, estando mucho menos atendidos el tratamiento y la intervención educativa.; Abstract: Math anxiety is an emotion that negatively affects mathematics teaching and learning processes and that has acquired renewed relevance because of the PISA 2022 report. However, concern and interest in this emotion are not recent and date back to the mid-twentieth century. Therefore, with the aim of providing a comprehensive view of the state of the art on this topic, we performed a bibliometric analysis on the WoS database that included documentation published from the appearance of the term until March 2024, resulting in the generation of graphs and visual maps using SPSS and VosViewer. Results show an exponential growth of the scientific literature regarding math anxiety and reveal that the USA and its universities are the main producers, with the contribution of Spain and the University of Barcelona, among others, also being notable. In addition, we identified the journals that publish the most on this matter, most of them being linked to research in the field of psychology. Finally, we also observed that the most important publications and topics are those that focus on the understanding of the construct, its conceptualization and diagnosis, with much less attention being paid to treatment and educational intervention. Iván Martín Colomo – Universidad de Valladolid - 0009-0007-3806-8325; José María Marbán – Universidad de Valladolid - 0000-0002-6561-6784; Estefanía Espina de la Cruz – Universidad de Valladolid - 0000-0001-6197-8916; Recepción: 29.11.2024 | Aceptado: 09.12.2024; Correspondencia a través de ORCID: Iván Martín Colomo - 0009-0007-3806-8325; Financiación: Beca de Colaboración concedida por el Ministerio de Educación y Formación Profesional, como parte de un Trabajo de Fin de Máster.; Área o categoría del conocimiento: Educación Matemática; Revisión por Pares Abierta: Editor - José Miguel García Ramírez - ORCID 0000-0002-9142-6503 https://hdl.handle.net/10481/97755 https://hdl.handle.net/10481/97753 Formación del profesorado para el trabajo con plataformas digitales: el caso del CEFIRE de Competencia Digital Docente de la Comunitat Valenciana Pardo Baldoví, María Isabel La incorporación de las plataformas digitales en la esfera educativa ha generado una necesidad de formación específica para que el profesorado pueda utilizar las herramientas digitales en su trabajo cotidiano en los centros escolares. Este estudio examina el catálogo de formación permanente en materia digital disponible para el profesorado en el sistema educativo valenciano, con el objetivo de analizar su evolución e identificar los principales temas abordados. Empleando un análisis documental, se estudia la oferta formativa disponible desde el curso 2018-2019 hasta el presente. Los resultados muestran que la formación docente digital ha ido cobrando una importancia creciente, en línea con las tendencias nacionales y europeas. Además, se detectan propuestas formativas centradas en tres ejes distintos: el manejo técnico, el uso didáctico y la gestión mediada por tecnologías. En conclusión, se aprecia que, en los últimos años, el ámbito de formación de las TIC aplicadas a la educación, posteriormente reconvertido en el CEFIRE de Competencia Digital Docente, se ha erigido en un organismo clave para promover la digitalización y la plataformización del sistema educativo valenciano, a través de la formación docente.; Abstract: The introduction of digital platforms in the educational sphere has generated a need for specific training for teachers to be able to use digital tools in their daily work in schools. This study examines the catalogue of in-service digital training available for teachers in the Valencian education system, with the aim of analyzing its evolution and identifying the main topics addressed. Using a documentary analysis, the training offer available from the 2018-2019 academic year to the present is studied. The results show that digital teacher training has become increasingly important, in line with national and European trends. Moreover, training proposals focused on three different areas: technical management, didactic use and technology-mediated management. In conclusion in recent years, the area of ICT training applied to education, subsequently reconverted into the CEFIRE for Digital Teaching Competence, has emerged as a key body for promoting the digitalization and platformization of the Valencian education system, through teacher training. M. Isabel Pardo Baldoví – Universitat de València - 0000-0002-8630-0818; Recepción: 29.11.2024 | Aceptado: 09.12.2024; Correspondencia a través de ORCID: M. Isabel Pardo Baldoví - 0000-0002-8630-0818; Financiación: Ministerio de Ciencia, Innovación y Universidades del Gobierno Español en el marco de la convocatoria del 2016 del; Programa de Ayudas para la Formación del Profesorado Universitario (FPU), con referencia FPU 16/04009; Estudio de investigación de Tesis Doctoral; Área o categoría del conocimiento: Didáctica y Organización Escolar; Revisión por Pares Abierta: José Miguel García Ramírez - ORCID 0000-0002-9142-6503 https://hdl.handle.net/10481/97753