The University of Oviedo, through the Institute for Educational Research and Innovation (INIE) is organising the “XIV International Conference on Educational Innovation: Advances and Challenges for Educational Transformation” to be held on 24 and 25 January 2022.
The deadline for submitting contributions, in the form of a 250-word abstract, is 10 December. Registration for the conference is free of charge, and participation can take place in person and/or online.
The University of Oviedo, with a long history and a fruitful tradition, must be a strategic element to lead the advances and challenges that allow us to transform education.
Within this framework, educational transformation is a task that involves many factors: the teacher-student binomial, the evolution of teaching methodologies, the use of technological tools, etc. Through an efficient and effective combination of all these factors, we must provide a comprehensive academic education that responds to the expectations and needs of our students, enabling them to become responsible citizens and relevant professionals.
The conference serves as a place for meeting, reflection, exchange of ideas and experiences, which favours synergies between interdisciplinary groups, and which leads us all to improve the quality of the teaching-learning process.
More information about International Conference on Teaching Innovation:
On 4 November 2021, at the University of Salamanca, during the II International Congress of Research in Education (IRED’21), it was held the first meeting of heads of educational research institutes from Spain and Ibero-american. The main objective of this first contact was a opening session with the aim of establishing the bases to constitute a new Ibero-American network of educational research institutes.
Dr. Ana María Porto Castro, director of the Instituto de Ciencias da Educación (ICE) of the University of Santiago de Compostela, followed the meeting by videoconference.
Maria Teresa Lugo, director of the Centre for Public Policy in Education, Communication and Technologies of the University of Quilmes – Argentina, accompanied by Ana Elbert.
Nadia De León. Centro de Investigación Educativa de Panamá.
Daniel López Stefoni. IESED-CHILE
Alejandra Mizala. Instituto de Estudios Avanzados en Educación (U. de Chile)
The American institutes followed the meeting by videoconference. Once presented, it was proposed a future meeting to present the different institutes that will be part of it, their lines of research, etc. with the intention of continuing with this Iberoamerican network of educational research institutes.
We already have the winners of the 1st International Award for Educational Research, which is aimed at educational researchers, teachers and academics, as well as educational research groups.
A total of 13 applications from 5 countries were submitted and the jury, made up of representatives from 6 institutes, evaluated each of the projects on the basis of the criteria indicated in the call for proposals. Each project was evaluated by 3 institutes. The resolution was announced by Dr. Antonio Bartolomé during IRED’21 and the resolution is:
• International Award for Educational Research, Young Researchers Category
CARME TRULL OLIVA (Department of Pedagogy, University of Girona). She presented the thesis “El empoderamiento de las personas jóvenes con medida de convivencia en grupo educativo de medio abierto. Análisis de la tarea socioeducativa y diseño de estrategias para la intervención en el sistema de justicia juvenil”.
• International Award for Educational Research, consolidated groups modality.
Grupo de Estudios e Investigación Educativa en Tecnologías de la Comunicación, Orientación e Intervención Sociocultural [ÁGORA] directed by Dr. José Ignacio Aguaded Gómez, from the University of Huelva. The following projects were presented:
State R&D project: Youtubers and instagramers: media competence in emerging prosumers.
State R&D project: Media competences of citizens in emerging digital media (smartphones and tablets): innovative practices and educommunicative strategies in multiple contexts.
European Union project: Media in Action.
The jury highly appreciates the other nominations and thanks them for their participation.
At minute 59, the winners of the prize are announced.
The call for grants for pre-doctoral contracts for the training of doctors from the Ministry of Science and Innovation has been published and the application form is available on the website.
FPI grants must be related to a research project. You can consult the list of projects eligible for this type of aid here.
At times like the present, it is relevant to question the scientific and professional educational community about the phenomenon of COVID-19 and the repercussions it has on the pedagogical field. In this increasingly changing and innovative society, pedagogy must be able to deploy competencies with large margins of uncertainty. On the part of practice organisations and working professionals, an organisational context and a framework of professional requirements are offered in which students are expected to appreciate the situation of demand, reflect, and face up to the activity they are called upon. From this approach, the Revista Catalana de Pedagogia invites you to its first webinar, which will focus on two of the most read articles published recently:
SCHMIDLIN, M; VENCESLAO, M; BELTRÁN, O; FREIXA, M.; SÁNCHEZ, A. (2020). “Infants i joves que migren sols en temps de COVID-19. Una mirada des dels serveis”. Revista Catalana de Pedagogia, núm. 18, p. 13-28. DOI: https://doi.org/10.2436/20.3007.01.147
RAJADELL, N; ANEAS, A; MÉNDEZ, J.; FERRÉ, M. (2021). “Balanç de deu anys del pràcticum de pedagogia a la Universitat de Barcelona”. Revista Catalana de Pedagogia, num. 19, p. 3-23. DOI: https://doi.org/10.2436/20.3007.01.155
Unaccompanied migrant minors in times of COVID-19. The view from the institutions
The COVID-19 pandemic is acting as a magnifying glass that allows us to see more clearly both the weaknesses of the contemporary public social protection system and the vital importance of institutions and professionals in the social field at a time when the most vulnerable population segments have been particularly hard hit. In this respect, the main purpose of this paper is to make visible the situation of unaccompanied migrant minors in Catalonia, especially during the COVID-19 pandemic. To do this, we conducted a descriptive qualitative study that forms part of a broader R&D project funded by the Ministry of Science and Innovation (RTI2018-095259-B-I00, MCIU/AEI/FEDER, UE). The study was based on semi-structured interviews addressed to members of the Public Administration, technicians and/or educators from different entities and institutions in the Catalan territory. The results point out numerous challenges, situations of vulnerability and needs of these minors that have increased with the pandemic. The findings demonstrate the need for an urgent response from government institutions and highlight the need for more intensive networking and a greater deployment of competences and skills with respect to social justice.
Authors and speakers:
10-year balance of the Pedagogy practicum at the University of Barcelona
This article presents a narrative review of the scientific production generated over the last 10 years by the coordination department of the Pedagogy degree practicum at the University of Barcelona, through the consolidated teaching innovation group PRAXIS. Following a bibliometric approach, a total of 14 articles and numerous participations in conferences and book chapters were detected from 2010 to 2020. These are presented in chronological order and allow a critical reflection on the PRAXIS group’s 3 lines of constant analysis: curriculum, methodology and evaluation. These aspects, which have led to the current model of external internships, have been addressed in a transversal and continuous way in the different publications stemming from the group’s activity. This review, however, has allowed three historical stages to be detected in which the focus has been on one of these thematic lines over time. After establishing these stages, the historical development of the research carried out in relation to each of the three lines is presented. With the evidence extracted from the research, we validate the functionality of the internship model and its possible transfer to other universities. Lastly, contemplating the situation of exceptionality caused by the Covid-19 pandemic and the new educational challenges that derive from it, the coordination of the practicum proposes orientations of change and improvement, identifying possible new lines of research that may guide the Practicum’s endeavours to meet the challenges posed in the current situation and in the long term.
November 2, 2021IREGeneral, Instituto BarcelonaComments Off on 1st WEB SEMINAR OF THE CATALAN JOURNAL OF PEDAGOGY: “Education and COVID: A turning point for young migrants and the practicum in pedagogy and the pedagogy practicum”
Zoia Bozu coordinates, together with Milena Alcocer Tocora, the book “El portafolio del profesorado en educación superior. Use and experiences in the Ibero-American context”. The authors of the book are: Francisco Imbernón, Inéride Álvarez Suescun, María Isabel Arbesú, Elena Cano García, Gary Cifuentes, Edith J. Cisneros Cohernour, Clara Inés García, Laia Lluch Molins, María Vicenta González Argüello, Galo E. López Gambora, María del Rosario Navarro Botero and Joan Tomàs Pujolà, in addition to the coordinators.
Abstract
This book provides teachers, educators, researchers, and the academic community in general with a resource that compiles the experiences of professors who have implemented and used teaching portfolio in different Ibero-American universities. On the one hand, it seeks to demonstrate its usefulness and, on the other hand, to cooperate with and support colleagues and institutions that are starting to use this valuable tool. This work is divided into two parts: the first one shares experiences in the planning and use of teaching portfolio in three contexts of higher education (Spanish, Colombian, and Mexican institutions), while the second part, using a more practical and applicative approach, presents an activity guide that is intended to be a resource and an aid for teachers and researchers who are getting started with the methodology related to teaching portfolio. The guide is conceived as an instrument of self-evaluation and reflection that presents the challenge of outlining a first structure of a proper teaching portfolio.
Reference
Bozu, Z., & Alcocer, M. (2021) (coord.). El portafolio del profesorado en educación superior: Uso y experiencias en el contexto iberoamericano (1ªed.). Bogotá: Editorial Universidad del Rosario https://doi.org/10.12804/urosario9789587846751
The Research Institute Network in Education organises the International Award for Educational Research, which is aimed at educational researchers, teachers and academics, as well as educational research groups. For this purpose, it’s convened in relation to two modalities:
International educational research award, consolidated groups modality.
International educational research award, young researchers modality.
Objectives:
The Latin American Award for Educational Research (IAER) aims to:
> Stimulate the design and development of educational research projects in the context of Spain, Portugal and Latin America. > Encourage research projects in the field that show scientific soundness in their foundations and methods. > To improve the quality of scientific knowledge in the area of education. > To disseminate good practices in educational research, in particular the use of strict methodologies.
Deadline for registration: 11 October 2021
Award ceremony: Coinciding with the celebration of the II International Conference on Educational Research in Salamanca from 3 to 5 November 2021.
The full terms and conditions of the awards are available on the entry form:
The conference will take place on 3-5 November 2021, in Salamanca, and will address the challenges of post-pandemic education.
This event is promoted by the “Red de Institutos de Investigación en Educación” and organised by the Instituto Universitario de Ciencias de la Educación of the University of Salamanca.
El día 29 de abril de 2019 tuvo lugar, en la Universidad de Barcelona, la primera reunión de responsables de institutos de investigación educativa del estado español. El objetivo del encuentro fue establecer las bases para constituir, de manera oficial, una red estatal de institutos de investigación en educación (Red de Institutos de Investigación en Educación). Asistieron:
Además de estos participantes, la Dra. Ana María Porto Castro, directora del Instituto de Ciencias da Educación (ICE) de la Universidad de Santiago de Compostela, siguió la reunión por videoconferencia.
El Dr. Carlos Marcelo, del Instituto Interuniversitario Andaluz de Investigación Educativa, y el Dr. Emilio Álvarez Arregui, director delInstituto de Investigación e Innovación Educativa (INIE) de la Universidad de Oviedo, también invitados, no pudieron asistir y excusa su ausencia de la reunión.
Dr. Antonio Bartolomé, Dr. Moises Esteban Guitart, Dra. Mª José Rodríguez y Dr. Jesús Salinas.
Los objetivos de la red son contribuir a promover la presencia de los institutos, a fin de mejorar el reconocimiento y el impacto científico y social de la investigación en educación.
Una de las primeras actividades previstas para la nueva estructura de colaboración es el Congreso Internacional de Investigación en Educación, iRED’19, organizado por el IRE de la Universidad de Barcelona, con la colaboración del resto de institutos de la Red. El iRED’19 se celebrará en Barcelona los días 4 y 5 de noviembre de 2019.
Además, se ha organizado el XI SIMPOSIO INTERNACIONAL CIDUI 2020 abierto en toda la comunidad universitaria con inscripción gratuita y que tendrá lugar los próximos 1 y 2 de julio en formato virtual.
Antecedentes Lo CIDUI con sus 20 años de historia como espacio y ágora para la innovación docente ampliamente reconocido por nuestro sistema universitario, no puede ser ajeno en este momento inédito en la educación superior, y pretende dar voz a docentes de todo el mundo para compartir y amplificar las estrategias y conclusiones extraídos durante estos últimos meses, analizando la vivencia propia e internacional, iniciando así una reflexión transformadora a medio-largo plazo. Bajo esta premisa, la organización del CIDUI propone adaptarse a la actualidad y recoger todos estos elementos convocando un Simposio Internacional extraordinario justamente en formato virtual para aprovechar la experiencia que esta situación de emergencia ha generado.
Temática Siguiendo los principios de la sociedad del conocimiento que reclaman la generación de nuevo conocimiento que permita una innovación constante para dar respuesta a las nuevas realidades y retos, proponemos la realización de un Simposio Internacional bajo el título “La educación superior en la sociedad del conocimiento: retos de los modelos híbridos”, donde debatir y analizar las potencialidades de las formaciones híbridas a través de la experiencia acumulada internacionalmente a raíz de esta crisis sanitaria mundial, para contribuir a resolver los retos presentes y futuros planteados a las instituciones de educación superior en el marco de la sociedad del conocimiento. Este Simposio pretende hablar y debatir no solo con los equipos docentes, sino también con los equipos de gobierno, los equipos de administración y gestión y el propio alumnado, dado que no se han generado nuevas realidades solo en la dimensión de la docencia sino también en la coordinación y gestión dentro de los propios equipos y entre unidades, y así extraer conclusiones que nos permitan innovar en estas combinaciones formativas de naturaleza mixta y significativa que contribuyan a mejorar la formación superior de nuestro sistema universitario.
Inscripción La inscripción es gratuita y abierta a todo el mundo, solo hay que registrarse y conectarse los días 1 y 2 de julio de 2020.
