Juan Antonio Giménez Beut

In recent decades, Early Childhood Education has consolidated its role as a decisive stage for socio-emotional, identity, and moral development. However, attachment pedagogy, identity construction, and character education have traditionally been addressed through fragmented theoretical frameworks. The main aim of this article is to propose and theoretically ground an original pedagogical integration of these three constructs from the perspective of the Ethics of Care, offering a relational integrative model for Early Childhood Education. Through a theoretical analysis drawing on attachment theory, identity development, and moral education philosophy, a dynamic and interdependent model is proposed in which secure attachment supports identity construction, identity structures character, and character, in turn, reinforces the quality of relational bonds. The findings show that character education cannot be reduced to normative instruction but rather emerges progressively from lived educational experiences of care, recognition, and shared responsibility. Finally, practical implications are derived for the classroom, the school as an institution, and teacher training, aimed at fostering character education grounded in relational bonds, identity development, and human flourishing from early childhood.

El momento actual pone de relieve los importantes retos de la digitalización en el mundo y, en especial, cómo se encuentran los sistemas educativos respecto a esta digitalización. Para ello se ha recabado información sobre la forma de reaccionar de los gobiernos de diversos países del mundo, y en especial de Iberoamérica y España ante a pandemia del COVID. Como consecuencia de este análisis, se puede valorar la rapidez y creatividad de algunos países, pero al mismo tiempo se han desvelado carencias como la formación del profesorado, la falta de medios en las familias y el estudio de nuevas propuestas metodológicas. Todo ello dio lugar a una reflexión en el seno de la Unión Europea, surgiendo así el Digital Europe Programme (DEP), que está siendo implantado en España por el Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF). Se propone un cambio de mentalidad decidido y un nuevo paradigma educativo que requiere de una nueva formación en “pedagogía digital” que de conocimientos informáticos.

Inmates need to acquire the skills for their reintegration into society. Entrepreneurship education plays an important role. This article aims to determine the entrepreneurial potential of inmates studying for their secondary education graduate diploma and compare it with the non-prison student population attending the same studies. The design of this study is a cross-sectional survey with two convenience groups. This is a non-experimental, descriptive, cross-sectional study given the nature of the groups and the lack of manipulation or random assignment. 102 inmates from the "Antonio Asunción" prison in Picassent (Valencia, Spain) participated in the survey. The Attitude Toward Enterprise Test (ATE-S) was used. Non-parametric statistics were used since the normality condition was not met and were carried out using R software version 4.3.0. Among the results, it is worth highlighting the high scores of inmate students in the questions referring to the motivation dimension. On the other hand, they have worse results in everything related to the leadership dimension. About the comparative results, higher entrepreneurial potential is observed in inmates compared to students in ordinary schools in general terms both in educational levels and in all dimensions except in the personal control dimension. There is a need to strengthen the leadership dimension among inmate students to facilitate the transition from prison to freedom. In addition, workshops should be implemented to facilitate the acquisition of certain transversal competencies that will develop their future employability.

El profesorado es un elemento clave en la educación y su formación y concepción de la enseñanza determinan el éxito escolar. Este artículo trata de analizar las dificultades que autoperciben los estudiantes del Máster del Profesorado en su futuro desempeño profesional y establecer propuestas de mejora para su formación. Se analiza el patrón de puntuaciones de los estudiantes y las diferencias en función de la universidad de procedencia y del sexo. Se estudia la relación de predicción entre las Dificultades académicas y sociales en las Dificultades organizacionales, con las Dificultades materiales como mediadoras y la edad como factor influyente en esta relación. Es un estudio descriptivo y predictivo de las Dificultades organizacionales y materiales, donde se presta especial atención a las variables universidad de procedencia, edad y sexo. Participan 409 estudiantes, de distintas universidades valencianas. Se utiliza el Inventario de Problemas de Enseñanza. Entre los resultados destacan las dificultades para: relacionarse con las familias de los alumnos, organizar el tiempo de clase y gestionar el aula y la disciplina. Estos resultados coinciden con los de otras investigaciones. Además, las alumnas más mayores perciben mayores dificultades materiales; y aquellas que declaran mayores dificultades académicas también presentan mayores dificultades organizacionales. Se plantea la necesidad de implantar ciertas metodologías, potenciar la relación Universidad-escuela y mejorar el periodo de prácticas. Por lo que respecta al modelo causal analizado, se concluye que las Dificultades académicas y sociales influyen de forma directa sobre las organizacionales y que las materiales tienen un efecto mediador en esta relación.

The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal–Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers’ emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students’ emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels.

COVID-19 has changed the socio-economic and educational landscape, increasing poverty rates and generating psychosocial problems. It has also conditioned the achievement of the Sustainable Development Goals (SDGs). Thus, this article pursues three-fold objectives: to describe the situation generated worldwide by the increase in poverty due to COVID-19; to analyse the degree of compliance with some post-pandemic SDGs and to establish educational measures to alleviate the psycho-pedagogical consequences. Interpretative hermeneutics is applied as it makes it possible to interpret and understand the socio-economic-educational reality and establish intervention measures adapted to the educational context. Amongst the macro measures designed, we can mention core actions such as establishing legal and motivational mechanisms to re-engage students at risk of dropping out of school; generating policies of economic and cultural compensation for possible educational inequalities; implementing school support programmes for families and students in vulnerable situations; carrying out socio-emotional learning programmes to combat anxiety, stress and self-esteem among students; establishing policies to raise awareness and appreciation of the teaching profession and stimulate collaboration between family and school; developing teacher training programmes in ICTs. At the micro level, the core actions applied are target vulnerable groups of students to overcome learning losses; promote emotional education; establish initiatives to reduce stigmatisation and discrimination; improve educational environments; and ensure equal opportunities at school.

Detecting the difficulties that students perceive in their first contacts with the profession is essential in order to adapt their training. For this reason, this article aims to confirm the validity of the Teaching Problems Inventory (Jordell, 1985) for a sample of undergraduate and master degree education students. The sample is made up of 352 students, divided into 130 undergraduate students in Early Child-hood Education, 89 undergraduate students in Primary Education, and 89 students in Master's Degree Education. For this purpose, confirmatory factor analysis (CFA) of the Teaching Difficulties Scale were performed to confirm that the theoretical structure proposed by previous studies fit our data. The goodness of fit was good overall, indicating that the four factors proposed by Canon (2012) fit the data appropriately. Additional factors revealed a strong relationship of the items to each factor, as well as the lack of collinearity between these. Reliability analysis indicated that the items produced reliable scores in each factor as well as in the total score. Finally, sensitivity analysis showed that the scale was sensitive enough to capture different ratings with different age groups.

INTRODUCCIÓN. La formación inicial y continua del profesorado es un elemento clave para adecuar las competencias docentes a los retos actuales. Múltiples estudios analizan las dificultades de los profesores noveles. Estas dificultades tienen relación con su identidad profesional, construida a través de su experiencia personal, su formación universitaria y sus primeros años de ejercicio docente. Este artículo se centra en el análisis de las principales dificultades de enseñanza que autoperciben los alumnos de Magisterio y del Máster del Profesorado, como momento fundamental en la construcción de su propia identidad profesional. MÉTODO. El instrumento utilizado ha sido el Inventario de Problemas de la Enseñanza, aplicado a 352 alumnos de la Comunidad Valenciana. Se han realizado análisis descriptivos de frecuencias absolutas y relativas, analizado la varianza para comparar las puntuaciones en función de las variables independientes, empleando pruebas t y ANOVAs y calculado el tamaño del efecto a través de la d de Cohen. RESULTADOS. Finalmente, se presenta Modelo de path análisis para determinar el potencial rol mediador de la edad y el curso en la relación con tener un máster. Las principales dificultades detectadas giran en torno a problemas de relación con familias, alumnos y compañeros. También, la ratio, la disciplina, los estilos docentes y el rechazo a las nuevas metodologías aparecen como dificultades. Los estudios comparados muestran ciertas diferencias significativas en función de las variables analizadas. DISCUSIÓN. Como propuestas se plantea la necesidad de desarrollar ciertas competencias profesionales, implementar sistemas de mentoría y potenciar una formación específica en Tutoría.

. The impact of the Covid-19 pandemic has provoked a series of consequences all over the world, especially in young people. On the other hand, this sector of the population has shown an evident and baffling increased failure to comply with public health measures put in place, which has had a knock-on effect on the number of infections detected. These attitudes have resulted in repeated calls by bodies such as the World Health Organisation to remember the risks of this kind of behaviour for the wider community. In Spain, this scenario has been noteworthy in the 15 to 29 age group, with 20% of individuals becoming infected. In view of this, there is an unarguable need to rethink civic responsibility. This study carries out a review of the educational laws in this country by performing an analysis on how civic responsibility has been addressed at curricular level.

El objetivo de la investigación presentado en este artículo es el conocer cuáles son instrumentos de evaluación más empleados entre el profesorado de educación primaria en la provincia de Valencia. Este objetivo inicial pretende, en posteriores investigaciones, compararse con las metodologías que estos profesores manifiestan en su docencia. Se presentan los resultados de una encuesta aplicada a dichos profesores, integrando aspectos sobre el proceso evaluativo, identificando los instrumentos de evaluación utilizados y su frecuencia de aplicación dependiendo básicamente del tipo área de aprendizaje desarrollado. En términos de frecuencia, el profesorado reconoce que las pruebas objetivas son las más usadas, prefiriendo instrumentos de evaluación que les permitan demostrar más de una habilidad cognitiva y que a través de los mismos accedan tanto a la temática a tratar teniendo presente la posible diversidad de alumnado como a la búsqueda de una enseñanza personalizada. El profesorado considera que los instrumentos más eficaces al aprendizaje del alumnado son los de desempeño en donde la prevalencia del examen escrito juega un papel porcentual elevado en el conjunto de la nota final otorgada. Por último, esta investigación deja abierta la invitación a continuar profundizando en la búsqueda de técnicas y métodos que contribuyan a una evaluación del alumnado cada vez más personalizada, justa y equitativa, pudiendo con ello mejorar las prácticas docentes en pos de la mejora de los procesos de enseñanza-aprendizaje. Descubrir las acciones del profesorado frente a los procesos evaluativos podrá desvelar información importante respecto a lo realizado antes, durante y después de las evaluaciones. This study aims to know the most commonly used evaluation instruments by Primary Education teachers in the Province of Valencia. This aim, in subsequent studies, will be compared with the methodologies these teachers use in their classes. Data were obtained through a survey completed by these teachers regarding aspects of the evaluation process, identifying the evaluation instruments used and their frequency of application depending basically on the type of subject. In terms of frequency, teachers recognize that objective tests are the most frequently used instrument, preferring evaluation instruments that activate more than one cognitive ability, foster personalized teaching and take into account students’ diversity when it comes to the teaching of subject content. Teachers consider that the most effective instruments for student learning are those in which the written exam is assigned a high percentage of the final mark. Finally, this study encourages further research to continue searching for techniques and methods that can contribute to student evaluation models which are increasingly fairer and more personalized and equitable. In this vein, teaching practices will improve leading to better teaching-learning processes. Discovering teachers' actions regarding evaluative processes can reveal important information in relation to what was done before, during and after evaluations.