https://revistaidiem.uchile.cl/index.php/RSED/issue/feed 2024-01-19T17:41:20+00:00 Luis Felipe de la Vega sabereseducativos@uchile.cl Open Journal Systems <p><em>Saberes Educativos is an open access scientific journal, focused on the dissemination of knowledge related to the training of teachers and other educational actors. It is published biannually by Centro Saberes Docentes (former Programa de Educación Continua para el Magisterio, PEC), of the Faculty of Philosophy and Humanities, Universidad de Chile.</em></p> https://revistaidiem.uchile.cl/index.php/RSED/article/view/73622 2024-01-15T22:50:10+00:00 José Sánchez Ríos ut_gbetancou@uagm.edu Ana Maritza Ortiz Lebrón aortiz223@uagm.edu Gladys Betancourt ut_gbetancou@uagm.edu

The objective of this research was to determine the level of importance that teachers attach to research and creative work in the teaching and learning process of students. Using a Likert scale, with one being low importance and five being very important, all participants placed high importance on research and creative work (four or more points). The inferential analysis focused on academic rank of the professors, academic program in which the professors teach, years of experience teaching, and level of importance. The results showed that there were no significant differences in research, but there were significant differences in two criteria related to creative work.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73591 2024-01-13T17:37:18+00:00 María José Poblete Almendras mjpoblete@uchile.cl Rosa Eliana Pía María Ortiz Espinoza rosa.ortiz@ug.uchile.cl Fernanda Carolina Guti´errez Lagos f.gutierrez.4@ug.uchile.cl

The mental health of university students is one of the new problems facing the higher education system, even before the Covid-19 pandemic. This article presents the systematization of experience as an innovative practice developed in the Occupational Therapy degree to account for the creation of the Student Wellbeing Coordination, a program that implements various strategies to provide support and networks relevant to the needs of the students. of the career. From a qualitative approach, a systematization of experience was carried out based on reflection on the initial situation and the participation of key actors in the proposed initiative. The knowledge production techniques were semi-structured interviews with key actors along with the review of forms/records specific to the initiative and institutional documentation related to the project. The results refer to the changes in the needs of the student body given the confinement situation experienced as a result of the Covid-19 pandemic, entry to higher education, personalized accompaniment between peers, actions oriented towards individual and collective well-being, and the current work model of the Coordination. Finally, reflections are presented on the importance of a mental health support unit from and for students, the need for a collective approach to mental health problems and university demands in this regard, the promotion of autonomy, leadership and student involvement in the processes of prevention and mental health care, as well as the challenges that higher education institutions face in this area.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73592 2024-01-13T18:48:40+00:00 Marycarmen Cruz Corona Cruz Corona marycarmen.cruz@upaep.edu.mx María Del Socorro Rodríguez-Guardado mariadelsocorro.rodriguez@upaep.mx

The post-pandemic period has highlighted the need to explore students' strengths and areas of opportunity in their different subjects. This article reports on an investigation whose objective was to identify the levels of thinking about division with decimal points in high school in a post-pandemic context. Through a descriptive, non-experimental, cross-sectional, qualitative descriptive design, an interview was designed according to Piaget's critical clinical method, in which four Mexican high school students between 12 and 13 years old participated. The main findings show that the students need the support of materials to understand the problems posed and to provide solutions, since it can be concluded that they are still in the phase of concrete thinking, in addition to having difficulties in conceptualizing division with decimal point. This highlights the need to reinforce arithmetic concepts in initial education.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73593 2024-01-13T19:37:58+00:00 Carolina Ruminot Vergara cruminot@uottawa.ca

This research examines the current state of knowledge, limitations, and existing challenges in the usage of formative assessment practices among primary school teachers in Chile. According to the results of a study based on interviews with seventeen teachers, results show they are concerned about rethinking their assessment practices in the classroom. However, they still primarily use a traditional approach, partly due to a lack of training, and due to the strong focus on standardized assessments by the educational system.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73666 2024-01-19T17:41:20+00:00 Raquel Núñez sececc@ceccsica.com Carlos Rodríguez sececc@ceccsica.com Selvin Avelar Alemán sececc@ceccsica.com Matías Retamales sececc@ceccsica.com Romina Kasman sececc@ceccsica.com

En 2022, en el contexto del fin de la emergencia sanitaria de la COVID-19 y la reapertura física de los centros educativos, se hizo evidente la necesidad de analizar los impactos negativos, las oportunidades y, sobre todo, las experiencias surgidas a la luz de la implementación de políticas y programas educativos puestos en marcha para proteger y promover el derecho a la educación

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73594 2024-01-13T20:33:54+00:00 Emin David Rodríguez Martínez eminr2022@gmail.com Yesenia Belinda Rodríguez Castellanos yrodriguezcastellanos@gmail.com Maricela Darilene Ordoñez Lara maricelalara034@gmail.com

The Network of Community Technical Institutes (ITC), with the support of strategic allies, has since its inception worked on the implementation of the Community Educational Model (EDUCAR) with the purpose of strengthening the curricular development of the Professional Technical Baccalaureates in Agricultural Development and Agroforestry Management in 28 Institutes in the central west of Honduras. This article presents the experience of the ITC Network that, as a way to face the circumstances created by the COVID 19 pandemic, implemented a hybrid education system, adapting the methodologies of the EDUCAR Model to this system, relying on platforms, resources, technological equipment, internet access and teacher pedagogical strengthening.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73595 2024-01-13T20:50:48+00:00 José Ernesto Montoya Martínez jose.montoya@mined.gob.sv

Faced with the educational challenges generated by the COVID-19 pandemic in Central America and specifically in El Salvador, the governments of the region implemented emergency actions to achieve educational continuity in a remote environment. This context accelerated the processes of digitalization, adoption of new and innovative educational strategies and proposed the critical path of a new pedagogical model. In this framework, the notions of multimodality, hybrid education and blended learning emerge. This process has been full of challenges, but the Salvadoran experience demonstrates how the ability to adapt in times of uncertainty is key to the reconversion and improvement of education.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73596 2024-01-13T21:22:06+00:00 Luis Eduardo González Minero luis.minero@mined.gob.sv Tatiana Karina Aragón Aguilar tatiana.aragon.mined@clases.edu.sv Wilfredo Ernesto Cardoza Hernández ernesto.cardoza.mined@clases.edu.sv Juan Carlos Calderón Martínez juancalderon.cv@gmail.com María Julia Flores Montalvo julymont@gmail.com Maira Cristina Avelar de Jiménez maira.avelar@mined.gob.sv

The Network of Teacher Researchers of El Salvador is a project to promote reflection on teaching practice and its transformation to improve student learning. This space is becoming a community of practice for the professional development of the educators of the national education system that enables an approach to the educational fact with the help of the protagonists: the teacher researchers. This systematization, developed from multiple techniques, seeks to make visible the efforts made by the Research and Monitoring Management of Teacher Training, in order to have a teaching staff that researches in the classrooms of the public educational system.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/73597 2024-01-13T21:55:08+00:00 Carlos Vinicio Coreas Bonilla vinicio.coreas@gmail.com

This article presents a systematization of the experience of Didactic training in Virtual Learning Environments (DEVA) carried out by the National Institute for Teacher Training (INFOD) and the National Directorate for Teacher Training (DNFD) of the Ministry of Education, Science and Technology (MINEDUCYT) of El Salvador, during the year 2021, within the framework of the Covid-19 pandemic. Technical personnel closely linked to the training process by INFOD and DNDF were interviewed and institutional archival and online documents were reviewed. A brief conceptual framework was incorporated to support the analysis.

2024-01-19T00:00:00+00:00 Copyright (c) 2024 Revista Saberes Educativos