https://hdl.handle.net/10259/5787 2026-06-01T14:39:23Z 2026-06-01T14:39:23Z Delgado Benito, Vanesa Hortigüela Alcalá, David Ausín Villaverde, Vanesa Abella García, Víctor https://hdl.handle.net/10259/11755 2026-05-30T00:05:33Z 2018-12-01T00:00:00Z

El Blog como Instrumento de Mejora para la Autorregulación del Aprendizaje del Estudiante Universitario Delgado Benito, Vanesa; Hortigüela Alcalá, David; Ausín Villaverde, Vanesa; Abella García, Víctor La autorregulación en el aprendizaje se concibe como un factor determinante en el rendimiento académico en los estudiantes universitarios. Al respecto, el uso de las TIC y la evaluación formativa puede contribuir a su correcto desarrollo. En este estudio se presenta una experiencia realizada con estudiantes del Grado de Maestro en Educación Infantil (n= 63) quienes, a través de la utilización del blog como instrumento de autorregulación del aprendizaje favorecieron el desarrollo del pensamiento reflexivo. Para realizar el seguimiento y evaluación de los alumnos se utilizó una rúbrica, diseñada y validada a través de un juicio de expertos. Tras finalizar la experiencia, se administró a los estudiantes participantes parte del instrumento A-SRL-S, con objeto de medir la autorregulación en el aprendizaje. La calificación media obtenida es de notable. Por otro lado, no existen grandes diferencias entre los factores analizados en el A-SRL-S, destacando el grado de acuerdo con relación a la evaluación externa con objeto de mejora.; Self-regulated learning is a determining factor in the academic performance of university students, and the use of ICT and formative assessment contributes to the development of this type of learning. This study presents an experiment carried out with students in the Early Childhood Education degree program (n = 63) who, through the use of the blog as an instrument of self-regulation of learning, enhanced the development of their reflective thinking. A rubric, designed and validated through the input of experts, was used to monitor and assess the students. Upon completing the experience, part of the A-SRL-S instrument was administered to the participating students to measure self-regulation in learning. The average qualification obtained was high. On the other hand, there were no major differences between the factors analyzed in the A-SRL-S, highlighting the level of accordance in terms of external assessment for the purpose of improvement

2018-12-01T00:00:00Z Hortigüela Alcalá, David Abella García, Víctor Delgado Benito, Vanesa Ausín Villaverde, Vanesa https://hdl.handle.net/10259/11753 2026-05-30T00:05:41Z 2018-06-01T00:00:00Z

Valoración del aprendizaje obtenido en la formación inicial del profesorado en función del enfoque metodológico Hortigüela Alcalá, David; Abella García, Víctor; Delgado Benito, Vanesa; Ausín Villaverde, Vanesa La vinculación entre los aprendizajes generados en la Formación Inicial del Profesorado (FIP) y la utilización de los mismos en el ámbito profesional es una temática de especial relevancia en el ámbito educativo. El presente estudio analiza la percepción del alumnado universitario del Grado en Educación Primaria (N=148) sobre la utilidad del aprendizaje obtenido y las competencias mostradas por el docente en el desarrollo de los contenidos de la asignatura, con el fin de comprobar qué efecto tiene la metodología de enseñanza aplicada. Para ello, se ha dividido al alumnado en dos grupos (A y B) y se han utilizado dos enfoques metodológicos distintos, uno, experimental, vinculado a las competencias del proceso selectivo de la oposición de maestros y otro, control, en el que no se llevó a cabo este proceso. Cada uno de ellos impartidos por un profesor. La metodología de la investigación es mixta, empleándose tanto un análisis descriptivo (medias y desviación típica por factores) e inferencial (ANOVA) como cualitativo. Se ha utilizado el Cuestionario de Evaluación de Intervención Docente (CEID) y la entrevista como instrumentos de recogida de datos. Se utiliza un diseño pretest-postest, comprobando la variabilidad de la percepción al finalizar la asignatura. Entre los principales resultados se observa que existen diferencias significativas entre ambos grupos en relación a las competencias reflejadas por el docente y la utilidad del aprendizaje obtenido. Atendiendo a la transferibilidad al ámbito profesional docente, en el grupo A existen diferencias en función de edad y la asistencia a cursos de formación docente, mientras que en el B no se encuentra diferencias significativas entre variables. Por otro lado, las entrevistas a los docentes ponen de manifiesto la disparidad de percepciones respecto al tipo de enfoque metodológico que debe utilizarse en la FIP. Se concluye que el alumno valora más positivamente las metodologías orientadas al ámbito profesional que las que únicamente se centran en contenidos curriculares; The link between learning generated in Initial Teacher Training (IFJ) and the use thereof in the professional field is a subject of particular relevance in education. This study analyzes the perception of university students of the Degree in Primary Education (N = 148) about the utility of learning and skills developed by the teacher in the development of the contents of the subject, in order to check which effect shows the methodology applied teaching. To do so, it has divided the students into two groups (A and B) and used two different methodological approaches, one experimental, linked to the powers of the selective process of opposition from teachers and other control, which this process was not carried out. Each group was taught by a teacher. The research of methodology is mixed, using both a descriptive analysis (mean and standard deviation factors) and inferential (ANOVA) and qualitative). It was used Intervention Assessment Questionnaire Teachers (IAQT) and interview as data collection instruments. A pretest-posttest design is used, checking the variability of perception to the end of the course. The main results shows that there are significant differences between the two groups regarding the competencies reflected by the teacher and the usefulness of the learning outcomes. Considering the transferability teachers professionally, in group A there are differences depending on age and attending teacher training courses, while in the B was no significant difference between variables is. Furthermore, interviews with teachers show the disparity of perceptions regarding the type of methodological approach to be used in the FIP. It is concluded that students valued more positively oriented methodologies to professionals than those that solely focus on curriculum content

2018-06-01T00:00:00Z González Calvo, Gustavo Ospina-Betancurt, Jonathan Hortigüela Alcalá, David https://hdl.handle.net/10259/11524 2026-04-18T00:05:42Z 2026-03-01T00:00:00Z

Doing Gender Online: Memetic Performances and the Digital Construction of Femininity González Calvo, Gustavo; Ospina-Betancurt, Jonathan; Hortigüela Alcalá, David This study explores how femininity and the female body are socially and culturally constructed within digital contexts, focusing on memes as sites of gendered meaning-making. Grounded in West and Zimmerman’s (Gend Soc 1(2):125–151, 1987. https://doi.org/10.1177/0891243287001002002) doing gender framework and informed by feminist theories of performativity (Butler in Gender trouble: feminism and the subversion of identity, Routledge, 1990) and digital embodiment, the research examines how women negotiate, reproduce, and resist normative ideals of beauty and bodily worth. Using a socio-narratological and visual methodology, twenty-one women enrolled in a Master’s program in Feminist Studies created or selected memes to represent their experiences with body image, media influence, and social expectations. The narrative and visual analyses revealed four interconnected themes: (1) the persistent pressure to be and to feel thin; (2) the regulatory role of mass media and social networks; (3) the transformative potential of self-acceptance and feminist consciousness; and (4) the impact of gendered social differences on bodily perception. Findings show that women continually do and undo gender through digital practices that reflect both subjection to and resistance against patriarchal norms. Memes functioned as ironic and critical spaces for re-signifying femininity, demonstrating the potential of digital humor to foster feminist awareness and collective empowerment. The study contributes to contemporary debates on gender performativity, self-objectification, and digital feminist culture by situating doing gender within the visual logic of online communication.

2026-03-01T00:00:00Z Hortigüela Alcalá, David Barba Martín, Raúl A. Sánchez-Miguel, Pedro Antonio Hernando Garijo, Alejandra https://hdl.handle.net/10259/11473 2026-05-15T22:42:14Z 2025-05-01T00:00:00Z

“Swimming Against the Current”. Analysis of the Discourses of Homosexual Physical Education Teachers Under the Intersectionality Approach Hortigüela Alcalá, David; Barba Martín, Raúl A.; Sánchez-Miguel, Pedro Antonio; Hernando Garijo, Alejandra Traditionally, the PE teacher with the highest status was the white, heterosexual male, with a muscular body and belonging to a good socioeconomic level. These stereotypes are subject to socio-political factors that determine power structures and “the way forward,” which generated clear discrimination and social injustice. In this sense, and taking sexual identity as a reference, the objective of this research is to analyze the discourses of 8 homosexual physical education teachers who acknowledge having felt discriminated. This analysis is carried out from the intersectionality approach and the theory of social justice. A qualitative methodology is used, employing individual interviews with each teacher, their reflective personal diaries and a focus group with all of them as a techniques. Analysis of the results focused on identifying emerging patterns and meanings from the data collected, interpreting the narratives and relevant themes to construct final categories. The results showed how, behind an apparent acceptance, teachers felt a high level of discrimination in many areas just because they are homosexual. This discrimination, from both students and fellow teachers, makes them question whether they are good PE teachers, and at times they considered leaving the profession. In addition, the fact of being a woman, being black, or not complying with the dominant body typology, is a source of even greater exclusion.

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