Vol. 38 No. 3 Nov-Feb (2020): The communicative and digital competences in teaching students

• Communicative and Digital Competences in Trainee Teachers

  Miguel Pérez Ferra

  11-14

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Monográfico

• Voice of teaching students regarding they advances in communicative and digital competences with “Affective e-learning+

  Miguel Pérez Ferra, José Manuel Ortega Martos, Luis Henríquez Alvear

  15-36

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• Scientific-technological competence in the training of students future teachers: some aspects of self-perception in respect of the integration of ICT in the classroom

  Pedro Tadeu

  37-54

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• Oral and written competencies at a transitional stage: A study of narratives from first-year student teachers´ self-evaluations

  Doctora Torhild Erika Hoydalsvik, Doctora Hilde Randi Osdal

  55-80

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• Effectiveness of a program of training in digital competences applied to students of the degree of major in primary education based on the model affective elearning+

  José Antonio Ortega Carrillo, Lina María Rendón López, Juan Antonio Fuentes Esparrell, Álvaro Ortega Maldonado

  81-104

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• Percepción de los estudiantes de Maestro de Educación Primaria sobre su competencia digital, urgencias formativas detectadas.

  Javier Fombona, Maria Angeles Pascual

  105-128

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• Affective e-learning program effects on development of Digital Competence in students of the university degree of Primary Education

  Álvaro Pérez García, Alba María Hernández-Sánchez

  129-150

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• Effectiveness of educational intervention on communicative competence in pre-service teachers

  Rocío Quijano López, Marcela Hernández González, Inmaculada García Martínez

  151-174

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• Parents’ reading habits and educational level on the perception of communicative competence in preservice teachers

  Beatriz Sierra-Arizmendiarrieta, María del Rosario Neira-Piñeiro

  175-198

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Artículos

• Digital textuality practices of high school students when taking notes on Online Dictionaries in the language media library

  Ernesto Hernández Rodríguez

  201-230

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• Assessment in Compulsory Education in Colombia: The Saber and PISA tests

  Luz Amparo Sanabria James, M. Carmen Pérez Almagro, Luis Enrique Riascos Hinestroza

  231-254

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• Use of Evidence and Historical Significance when Teaching the Spanish Transition to Democracy by means of a Digital Learning Environment

  Diego Miguel-Revilla, Mercedes Calle-Carracedo, María Sánchez-Agustí

  255-274

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• Women, society and arts. Collaborative project

  Carmen Franco Vázquez

  275-294

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• The reception of John Dewey ́s in experiential pedagogy in some methodological approaches: The added value of service learning

  Monike Gezuraga Amundarain, Ángela García Pérez

  295-316

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• The evolution of education in values and social projection in inclusive schools

  Rosa M.ª Santamaría Conde, Miguel Corbí Santamaría

  317-338

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• Bilingual programs in Primary Education: What do teachers say?

  Mónica Porto Currás, M.ª José Bolarín Martínez, María Lova Mellado

  339-362

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• Surrealist creation of collective dreams in Primary Education. Intercultural action research

  Cynthia Nathaly Chocobar

  363-382

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Reseñas

• Caminos y derivas para otra investigación educativa y social

  Javier Ballesta Pagán

  385-388

  • PDF (Español (España))
• Manual para investigar en educación. Guía para orientadores y docentes indagadores

  Juan José González Ortiz

  389-392

  • PDF (Español (España))
• Comunicar en Danza

  Gregorio Vicente Nicolás

  393-396

  • PDF (Español (España))
• El portafolio digital en la docencia universitaria

  Sahara María Blanco Hernández

  397-400

  • PDF (Español (España))

Información

• Agradecimiento a los maestros y profesores de la Conferencia de Decanos de Educación

  Antonio De Pro Bueno

  401-406

  • PDF (Español (España))