BSC-LT/ACAData huggingface dataset:
[en] In the new setting promoted by the European Higher Education Area, university guidance and tutorials have become more important than ever. We understand tutorials as part of the teaching responsibility in which a more personal interaction between professor and student, professor and novice teacher, or student and student is established, and whose goal is to guide learning according to the individual characteristics and learning styles of the individuals involved. Now is the time to set up guidance and tutorials systems for students ?both during the training process and in their first professional steps? and for novice teachers also. Among such systems we can mention professor coaching, peer mentoring, professional tutoring in training centres or mentoring of an experienced university professor on the novice teacher.

[fr] Dans l?Espace Europ?en de l?Enseignement Sup?rieur, l?orientation est tr?s important. L?orientation est la responsabilit? de l?enseignant et facilite la relation entre l?enseignant et l??l?ve, entre le professeur et les enseignants d?butants ou entre ?l?ve et ?l?ve. L?objectif est de guider l?apprentissage, en fonction des caract?ristiques individuelles et la fa?on d?apprendre de chaque personne. Maintenant, il devrait y avoir de nouveaux syst?mes d?orientation pour les ?tudiants ?? la fois acad?miques et professionnelles? et pour les enseignants. Ces syst?mes de guidage peuvent ?tre: coaching exerc? par l?enseignant, le mentorat exerc? par des ?tudiants, le mentorat exerc? par les enseignants des centres de pratique ou le mentorat par des professeurs experiment?s exerc?es sur les enseignants d?butants.
[en] A great number of researches ensure that the inclusion of songs and/or sound-music elements in the teaching of foreign languages provides benefits in the learning process at linguistic, affective and sociolinguistic levels. The main objective of this study was to show the results of a sound-music program of English teaching with Spanish sixth grade students. Firstly, a quantitative analysis was carried out to check if students with good auditory ability learned a foreign language more effectively, and, they showed a well-developed musical intelligence. After that, a sound-music program of English was led to verify if those students with low level in musical intelligence could improve their listening ability and their communicative competence. The results of this study suggest that this program improves not only the listening comprehension skill but speaking, reading and learners? motivation as well.

[fr] De nombreuses recherches confirment les effets b?n?fiques que l?incorporation de chansons ou d??l?ments sonores musicaux en classe de langue ?trang?re peut avoir sur le processus d?apprentissage des ?l?ves, tant au niveau linguistique que sociolinguistique ou affectif. L?objectif central de cette ?tude ?tait de montrer les r?sultats d?un programme sono-musical utilis? pour enseigner l?anglais ? des ?l?ves espagnoles de 6?me. Une premi?re ?tude quantitative a permis d?examiner si les ?l?ves pr?sentant des habilet?s auditives avanc?es apprenaient plus efficacement la langue ?trang?re et s?ils poss?daient un niveau ?lev? d?intelligence musicale. Ensuite, le programme sono-musical a ?t? appliqu? afin de v?rifier si les ?l?ves pr?sentant un bas niveau d?intelligence musicale am?lioraient leur capacit? auditive ainsi que leur comp?tence communicative. Les r?sultats sugg?rent que ce programme am?liore non seulement la comp?tence de compr?hension orale des apprenants, mais aussi leurs comp?tences de compr?hension ?crite et de production orale, ainsi que leur motivation.
[en] Universities in Spain are nowadays in a period of transformation due to the adaptation of old degrees to a new structure, proposed in the famous Bologna declaration in 1999. According to a certain research stream that has emerged among service researchers considering education at University as a higher involvement service market, we propose a new work on Business Degrees related to the European Higher Education Area: The study offers a framework where new proposals of Business Degrees in Spain can find information about competences and learning outcomes. We report the results obtained in several queries made to several stakeholders involved in the Higher Education service: students, graduates, teachers and employers (companies). These results are interesting for the strategic development of new degrees.

[fr] L?universit? espagnole se trouve actuellement dans un moment de fortes transformations avec l?entr?e en vigueur des nouveaux dipl?mes en accord avec les crit?res que propose la d?claration de Bologne de 1999. Compte tenu de l?existence d?un courant de recherche qui s?est derni?rement d?velopp? dans les universit?s espagnoles autour de l?analyse du Service de Formation Universitaire comme un service de haute implication, nous proposons un nouveau travail sur les dipl?mes de commerce et management dans le cadre de l?Espace Europ?en de l?Enseignement Sup?rieur. D?une mani?re plus pr?cise, ce travail est une contribution a l?analyse des nouvelles comp?tences que les ?tudiants de business en Espagne devraient d?velopper dans ces nouveaux dipl?mes (Grados), cr?? a partir d?une s?rie de consultations effectu?es aupr?s des diff?rents agents impliqu?s (stakeholders) dans le processus de formation, ? savoir: les ?tudiants, les professeurs, les dipl?m?s, les entreprises et les employeurs. L?information recueillie est d?utilit? pour le suivi strat?gique de la mise en place et du d?veloppement de ces nouveaux dipl?mes.
[en] Teachers usually worry almost exclusively about what and how to teach; but, generally, they usually ignore learning from the students when considering that it is their responsibility. Nowadays an alternative focus is requested, in which we pay attention to the learning process, because it is so important what students memorize as well as the way in which they memorize. We must try to guide them in the learning process (how to learn) so that they will be able to learn for themselves (?to learn how to learn? and ?to learn how to think?). It is evident the necessity of learning strategies, in the same way repetitive learning should be abandoned to get significant (meaningful) learning. In a constructivist pattern the teacher is mediator of learning in two senses: in the first place, guiding and structuring learning of common agreement with the student and, in the second place, building him and offering him significant meaningful ) material. We have brought the conceptual maps and V diagrams. With the use of these two instruments, the teacher doesn't only pay attention to what to learn (content), but also to how to learn ( process); because, if he/she directs their students how they should learn, aided by these tools, they will be taken to the attainment of something so wanted as it is ?learning how to learn.?

[fr] Les enseignats ont l'habitude de s'en pr?pcuper presque exclusivement du qoi et comnment enseigner; mais, g?n?ralement, ils se d?sint?ressent de l'apprentissage des ?l?ves quand ils consid?rent que c'est de la competence et responsabilit? ? eux. Aujourd'hui ou se demande un point de vue alternatif, dans lequel ou fait attention aussi au proc?s de l'apprentissage, parce que c'est aussi important ce qu'on apprend. Il s'agit de les orienter au proc?s de l'apprentissage (?comment apprender?) pour qu'ils soient capables d'aprendre par soi m?me, (apprendre pour apprendre) et (apprendre ? penser). La n?cessit? des strategies d'apprebtissage se rendre ?vident chaque fois bien plus, ? la m?me mesure dans laquelle on doit quitter les apprentissages reproductifs et r?ussir des apprentissage significatifs. Dans le mod?le ?construcitiviste? le professeur c'est un m?diateur de l'aprestissage dans deux directions: d'abord, conduissant et donn?t une structure ? l'apprentissage d'acord avec l'?l?ve, et, un second lieu, en le construissant et le proposant un mat?riel significatf. Nous avons apport? ici les cartes conceptuelles et les diaphragmes V. Avec l'utilisation de ces deux instruments, le professeur non seulement fait attention ? quoi apprendre (contenu) sinon aussi, au ?comment apprendre? (proc?s); parce que, s'il dirige ? ses ?l?ves dans le ?comment inls doivent apprendre?, munis des outils, les emm?nera progressivement ? la r?ussite.
[en] We present a study partly conducted with professors from the University of A Coru?a (UDC) involved in an initiative consisting of the Rector?s group formation intra and inter-departmental working to adapt the materials to eCTS. This iniciative took the name of Departmental Quality Groups (GDC). This is a research, divided into two phases, which aims to gather the opinions of teachers about developing the tutorial task. Initially press the opinion of those working on different issues related to mentoring at the university, using a quantitative methodology, particularly through a questionnaire prepared ad hoc. experiencial group is established (with teachers as part of GDC), and one control (trainers not the experience), and in both cases it investigates their percepcions of reality of mentoring and what they think should be. In a second phase is performed in-depth interview faculty experiential group. In this paper we focus the first phase of this research and specifically in the study of the experiential group, to which was attended by 111 teachers. The instrument used a Likert scale of 5 points. The levels of internal reliability (? = 0.883) are optimal. The results allow us to conclude that the needs of teachers in the organization and operation of mentoring refers pass it as a continuous process, the students must attend a comprehensive manner, adapt to new scenarios offered by ICT and requires that the governing legislation.

[fr] Nous pr?sente partie d?une ?tude men?e par des professeurs ? l?Universit? de La Coru?a qui participent ? une initiative du Recteur compos? de groupes de travail intra et inter-service ? adapter le mat?riel ? des cr?dits eCTS. Cette iniciative a pris le nom de Groupes de Qualit? de Departaments (DQG). Il s?agit d?une recherche, divis? en deux phases, qui cherche ? obtenir les opinions des enseignants sur le travail ? d?velopper tutoriel. Dans la premi?re phase est press? l?opinion des enseignants sur diverses questions li?es au mentorat de l?Universit?, en utilisant une m?thodologie quantitative, notamment par le biais d?un questionnaire pr?par? ad hoc. Il fournit une group exp?rientiel (avec les enseignants dans le cadre du GDC) et un contr?le (les enseignants qui ne sont pas impliqu?s dans l?exp?rience) et dans les deux cas, une enqu?te sur leur perception de la r?alit? de mentorat et de ce qu?ils pensent devrait ?tre. Dans une deuxi?me phase est r?alis? une intrevue en profondeur dans le groupe exp?rientiel. Dans cet article, nous nous concentrons sur la premi?re phase de cette recherche et, en particulier, dans l??tude du groupe exp?rientiel, pour laquelle ont particip? 111 enseignants. L?instrument utilis? est une ?chelle de Likert de 5 points. Les niveaux de fiabilit? interne (? = 0,883) sont optimales. Les r?sultats nous permettent de conclure que les besoins des enseignants dans la mesure o? l?organisation et le fonctionnement de mentorat se r?f?re, envisagent d?adopter un processus continu, l??tudiant doit assister ? une mani?re globale, ? s?adapter ? de nouveaux sc?narios qui offrent des TIC et pr?cis des r?gles qui les r?gissent.
[en] This article presents some reflections on the legacy Paulo Freire left us. The aim is to look at the reflection of the educational practices of the past to try to achieve the pedagogical success of the future. It is presented the concept of critical literacy and the context in which this author developed it, relating it to the teaching action the school of the present needs so that the educational institution becomes an effective way of knowledge building and acquisition. It is concluded that it is required the boost of a media literacy that establishes meeting points among the teachers, the didactical contents and the students currently attending the classrooms.

[fr] Cet article pr?sente quelques r?flexions sur l?h?ritage que nous a laiss? Paulo Freire. Le but est de regarder le reflet des pratiques ?ducatives du pass? pour essayer d?atteindre la r?ussite p?dagogique pour l?avenir. Il d?crit le concept de l?alphab?tisation critique et le contexte dans lequel cet auteur a d?velopp? et est li?e ? l?enseignant d?action qui en a besoin l??cole du present: que l??cole devienne un moyen efficace de construction et d?acquisition des connaissances, elle conclut que n?cessite la promotion d?une alphab?tisation aux m?dias pour ?tablir des points de contact entre le corps enseignant, les cours et les ?tudiants qui fr?quentent les salles de classe d?aujourd?hui.
[en] The accounting instruction published by Finance Minis- ter Pedro de Lerena in January 1788 was read as a technical complement to the tax reform (1785-1787) that preceded it, although it was noted that it also intended to reduce the power of provincial intendants. The article aims to reconstruct its political meaning, analyzing the comments that the attempt to apply the reform in five provinces of Castile aroused among its promoters and its opponents. The promotion of an ambitious reorganization of the territorial limits of an administration that would be at the same time more enlightened, equitable and reasonable and more powerful vis-?-vis individuals and bodies stands out

[fr] L'instruction des contr?leurs publi? par le ministre des finances Pedro de Lerena en janvier 1788 a ?t? interpr?t?e comme un compl?ment technique ? la r?forme fiscale (1785-1787) ant?rieure, m?me si l'on a remarqu? qu'elle visait aussi ? r?duire le pouvoir des intendants de provinces. Cet article se propose d'en reconstruire la signification politique en s'appuyant sur les commentaires que la tentative d'application de la r?forme dans cinq provinces de Castille a suscit?es chez ses promoteurs et ses opposants. Il met en ?vidence la promotion d'une r?organisation ambitieuse des cadres territoriaux d'une administration que l'on voulait rendre ? la fois plus ?clair?e, ?quitable et raisonnable et plus puissante face aux individus et aux corps.
[en] Having established the failure of multiculturalism and all theoretical and practical alternatives for the study, analysis and management of social diversity and complexity, emerges the need to raise multiculturalism as the only logical alternative for the integration of all people in the society. All this based on a new sense of identity that is able to respect, accept and integrate the differences, also with preserving the diverse cultural identities. In this sense, the relational approach proves to be the only one capable of providing an entire body of theory and a new interpretive paradigm for analysis and understanding of what it has meant the increasing heterogeneity of modern societies and its implications for diversity. Beyond structuralist functionalism, Donati proposes a new concept of relational identity and the principle of solidarity as a basis for the intercultural in the new societal citizenship highly complex and differentiated that emerges in contemporary societies.

[fr] Ayant constat? l??chec du multiculturalisme ainsi que de toutes ses variantes th?oriques et pratiques pour l??tude, l?analyse et la manipulation de la complexit? et diversit? sociales, surgit le besoin d?envisager l?interculturalit? comme unique alternative logique pour l?int?gration de toutes les personnes dans la soci?t?. Tout ceci sur la base d?une nouvelle notion d?identit? en mesure de respecter, accepter et int?grer les diff?rences tout en conservant en outre les diverses identit?s culturelles. En ce sens, l?approche relationnelle atteste ?tre la seule capable de pr?senter tout un corpus th?orique ainsi qu?un nouveau paradigme interpr?tatif pour l?analyse et l?entendement de ce qui a suppos? l?h?t?rog?n?it? croissante des soci?t?s modernes et leurs r?percussions dans le cadre de la diversit?. Au del? du fonctionnement structuraliste, Donati propose une nouvelle notion d?identit? relationnelle et le principe de solidarit? en tant que bases de l?interculturalit? chez la nouvelle citoyennet? soci?taire profond?ment complexe et diff?renci?e qui ?merge des soci?t?s actuelles.
[en] This paper contributes the results of the evaluative research of a didactic experience contextualized within the Master on Secondary education Teachers? Training, developed at the University of Alicante during the 2009-2010 year and related to the subject Curricular Design and Adaptation, which belongs to the general module. An active learning methodological proposal has been offered to guarantee the students? motivation, to train them in competences and to help their learning process. what has been researched is the incidence these methodologies have on learning, from a subjective perception, through the analysis of the results of a questionnaire offered to two different groups of students, which gave their opinion about the class development and about what it has contributed to their own training. On the other hand, the students? level of achievement has been objectively analyzed. In both cases, the results show important percentages of achievement success and a high degree of satisfaction towards the class activities and the learning carried out. In addition, some suggestions to improve this curricular proposal are also set out.

[fr] Cet article pr?sente les r?sultats de la recherche ?valuative d?une exp?rience d?apprentissage contextualis?e dans le Master de formation du Professorat d?enseignement Secondaire, et d?velopp?e ? l?Universit? d?Alicante pendant l?ann?e scolaire 2009-2010 sur la mati?re de Conception et Adaptation des Programmes, qui correspond au module de formation g?n?rique. Il s?est mis en place une m?thodologie d?apprentissage actif pour assurer la motivation des ?l?ves, les former ? des comp?tences et approfondir leur apprentissage. Nous avons ?tudi? l?impact de ces m?thodologies dans l?apprentissage ? partir d?une perception subjective, en analysant les r?sultats d?une enqu?te administr?e ? deux groupes d??l?ves, qui on donn? leur avis sur le d?veloppement m?thodologique et sur ce qui a contribu? ? sa formation. D?autre part, on a objectivement analys? le rendement acad?mique des ?tudiants. Dans les deux cas, l??tude montre des taux ?lev?s de r?ussite et un degr? ?lev? de satisfaction aussi bien avec l?activit? d?velopp?e que sur l?apprentissage aper?u. en outre, l?article conclut avec des suggestions pour am?liorer cette proposition.
[en] This paper proposes a frame to analysis conceptions of justice in education. This framework can be very useful to identify conceptions about justice in educational discourses. It is a good example of its heuristic interest. In this way, it will be possible to produce a transfer of the design of different educational systems and deduce probable consequences, or also to identify in the name of what the conception of the education policy about justice is criticized or defended. After the presentation of the respective work of the two authors of this article, based on the theories of justice, three models of analysis of educational equity are discussed: Demeuse and Baye (2005), Bol?var (2005) and Espinoza (2007). Finally we propose a new model to overcome the weak points identified in previous models.

[fr] Dans cet article, nous proposons un cadre d?analyse des conceptions de la justice en ?ducation. D?velopper un tel cadre d?analyse permettant d?identifier les conceptions de la justice ? l??uvre dans des discours poss?de un int?r?t heuristique fort. Cela permet de montrer un ?ventuel passage d?une conception ? l?autre dans un syst?me ?ducatif et d?en d?duire de probables cons?quences, ou encore d?identifier au nom de quelle conception de la justice une politique ?ducative est critiqu?e ou d?fendue. Apr?s avoir pr?sent? les travaux respectifs des deux auteurs de cet article, bas?s sur les th?ories de la justice, nous discutons trois mod?les d?analyse de l??quit? en ?ducation: Demeuse et Baye (2005), Bol?var (2005) et Espinoza (2007). Nous proposons finalement un nouveau mod?le permettant de d?passer les points faibles identifi?s dans les mod?les pr?c?dents.
[en] From the thanked memory to Jos? LL?S Rodr?guez Di?guez, who made possible the presentation of my first work on drugs in a Pedagogy congress, the ideas that were displayed are retaken to defend their relevance in a moment in which the police's measures take up relevancy again to prevent the drug's consumption in the scholastic scope. Nevertheless, it is only possible to speak about quality when the education includes all the aspects of the individual's personality, as Jos? Luis indicates, which implies the commitment of the educative system with all the phenomena that affect the total development of people. In this way, the phenomenon of drugs continues being an educative problem, which demands to the institutions and educative services the critical revision of his performances and hopeful commitment. People can act in a healthy way faced with drugs, which will be captured in healthful educative projects. The present approachments of the school, both didactic and organizational, allow different educative action lines. The education on drugs is not another thing that the education for the life, reason why the question of drugs becomes an element of educative innovation.

[fr] C'est Jos? Luis Rodr?guez Di?guez qui a fait possible la sortie de mon premier travail sur les drogues dans un congr?s de P?dagogie; ayant pr?sent cette personne et en la remercie nous voulons approfondir sur les m?mes id?es pour le d?fendre, dans un moment l? o? la police prend place dans la pr?vention des drogues dans l'environnement scolaire. Nous pouvons parler de qualit? dans l'enseignement quand celui la prend toutes les cotes de la personnalit? des ?l?ves, comme dirait Jos? Luis, ce qui implique que le syst?me d'enseignement doive toucher tout ce qui la personne y est. Dans ce sens le sujet des drogues continue ? ?tre un probl?me dans l'?ducation, ce qui exige que les institutions et service ?ducative regardent si sa fa?on de faire est la meilleur, ils doivent aussi s'engager ? former une attitude saine devant la drogue; cela se fera possible dans des projets ?ducatives salutaires. Le plan actuel des ?coles dans sa programmation didactique et d'organisation permet diff?rentes lignes d'actions ?ducatives. L'?ducation sur la drogue ce n'est pas autre chose que l'?ducation pour la vie, c'est pour cela que cette question des drogues devienne un ?l?ment d'innovation ?ducative.