No. 14 (2020)

Artículos

• Analysis and implementation of free education at the University of Atacama

  Carmen Burgos Videla, Ana Oña Macía, Wilson Castillo Rojas

  1-16

  • pdf

• Analysis of the motivations of the university teaching staff of the Faculty of Architecture of the San Carlos University of Guatemala for permanent training

  María del Mar Fernández Martínez, Antonio Luque de la Rosa, José Juán Carrión Martínez, Edwin Francisco Valdez Contreras

  17-35

  • PDF (Español (España))

• Legislation comparison on teaching of foreign languages in Basic Education according to the LOE and the LOMCE

  Nuria Falla Falcón, Anne Aubry

  36-58

  • PDF (Español (España))

• Information and Communication Technologies and functional diversity: knowledge and training of teachers in Navarra

  Eloy López Meneses, José Fernández Cerero

  59-75

  • PDF (Español (España))

• The level of digital literacy in English teacher in Primary Education

  Aurora Forteza Matínez, Patricia de Casas Moreno, Arantxa Vizcaíno Verdú

  76-90

  • PDF (Español (España))

• Meaningful learning in the development of digital skills. Trend analysis.

  Mariana-Daniela González-Zamar, Emilio Abad-Segura , Luis Jesús Belmonte-Ureña

  91-110

  • PDF (Español (España))

• Social protection systems and economic benefits during the 2008-2014 period of the Great Economic Recession. A reflection from the case of Andalusia

  Manuel Jesús Carrasco Salas, Yolanda Borrego Alés, Octavio Vázquez Aguado

  111-133

  • PDF

• Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education.

  Ester Micó-Amigo, César Bernal Bravo

  134-146

  • PDF (Español (España))

• Are equality policies reflected in textbooks? A study in the Social Science books of Secondary Education.

  Olga Moreno Fernández, Pablo Ruiz-Alba

  147-166

  • PDF (Español (España))

• Pedagogical projection of teaching digital competition. The case of a cooperative education

  Jesús López Belmonte, Santiago Pozo Sánchez, Martha Ávila Rodríguez, Celia Montero Cáceres

  167-179

  • PDF (Español (España))

• Students with special educational needs in the classroom, what could future teachers expect?

  Samuel Arias-Sanchez, Patricia Diez-Toscano, Rosario Cubero Pérez

  180-196

  • PDF (Español (España))

• Teacher burnout: a bibliometric analysis of scientific production indexed on Scopus

  Mariel Cecilia Martín , Laura Rubio González, Juan Agustín Morón Marchena , David Cobos Sanchiz

  197-210

  • PDF (Español (España))

• Self-efficacy in university students: the role of academic empowerment

  Marisa Cecilia Tumino, Josué Mauricio Quinde, Lilian Noemí Casali, Melissa Raquel Valega

  211-224

  • PDF (Español (España))

• Building critical teachers through the biographical-narrative method

  José M. García-Sánchez, Jorge Cáceres-Muñoz, Miguel Ángel Martín Sánchez

  225-240

  • PDF

• Parents’ WhatsApp groups and their effects on parental involvement in schools: validation of an instrument.

  Paula Coca, Elvira Carpintero, Eva Expósito, Esther López, Bianca Thoilliez

  241-261

  • PDF (Español (España))

• Digital security, how do teachers in training perceived themselves?

  Mario Grande-de-Prado, Ruth Cañón-Rodríguez, Sheila García-Martín

  262-275

  • PDF (Español (España))

• Digital literacy of Latin American university students

  Jorge Angel Martínez Navarro

  276-289

  • PDF (Español (España))

• Students’ learning performance and acceptance of web 2.0 technologies based on media richness properties

  Ericson Peñalba

  290-303

  • PDF

• School and community. The Colombian experience with Student Social Service Projects.

  W. Eduardo Ortega Torres, M. Alejandra Vahos Anaya, José Antonio Sánchez Medina

  304-323

  • PDF (Español (España))