Revista interuniversitaria de formación del profesorado 2025, V.39(3) N.100
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- PublicationOpen AccessLa paradoja del triunfo. Cuando ganar eclipsa las trampas(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Sáez de Ocáriz, Unai; Lavega-Burgués, Pere; Pic, Miguel; Sin departamento asociadoThis study analyzed how cooperation-opposition sports games (COSG) influence emotional experiences and the perception of cheating among university students in Physical Activity and Sports Sciences. The aim was to examine the impact of the outcome (victory or defeat) and competition on emotions and moral judgments regarding deviant motor behaviors, to inform Physical Education teaching. A total of 231 students participated (Women: M = 21.50, SD = 1.98; Men: M = 21.76, SD = 2.79) in a quasi-experimental design. After six COSG sessions with and without competition, participants completed the GES-II questionnaire (emotional perception) and CONFLICT-1 AGE (perception of the agent generating motor conflict), generating 1,386 records. Non-parametric tests were used for analysis. Results showed that victory was associated with joy and greater justification of one's own cheating, whereas defeat triggered anger and sadness, along with a stronger perception of injustice regarding others' actions. A discrepancy was also observed between self-perception of cheating and attribution to others, particularly after losing. It is concluded that Physical Education should incorporate strategies that promote reflective emotional development and a critical understanding of fair play.
- PublicationOpen AccessAprendizaje y servicio solidario y derechos de aprendizaje en Educación Infantil : aportes del Proyecto “De Boa na Lagoa”(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Paiva Coelho, Maria de Fátima; Gomes, Tania do Amaral; Sin departamento asociadoThis study investigates the interaction between the Service-Learning (SL) methodology and the learning rights proposed by the National Common Curricular Base (BNCC) in Brazilian early childhood education, focusing on the implementation of the "De Boa na Lagoa" project, carried out at Antonia daycare between 2021 and 2023. The BNCC establishes learning rights for early childhood education as guidelines for school curricula, focusing on protagonism and citizen formation, while SL aims at participative and engaged education in solving real community-based problems. This article presents partial results of broader research that combines literature review and empirical mixed-method research through questionnaires and interviews with project participants. The data presented in this article refers to one of the specific objectives of the study: to identify the facilitating elements of a solidarity project for guaranteeing the learning rights of children, as proposed by the BNCC. They reveal that these educational practices align and reinforce each other, promoting the holistic development of children. The findings highlight the importance of pedagogical practices that encourage citizenship, identifying challenges such as the appreciation of teaching work and the need for continuous training for daycare educators. It concludes that the integration between the BNCC and Service-Learning offers a promising path to ensuring children's learning rights, suggesting directions for research and pedagogical practices that can deepen these connections, positively impacting the school environment and promoting quality education for early childhood.
- PublicationOpen AccessAn explanatory model of the effect of psychosocial variables on non-verbal communicative factors in university teachers of education degrees(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) González Valero, Gabriel; Melguizo Ibáñez, Eduardo; Puertas Molero, Pilar; Alonso Vargas, José Manuel; Sin departamento asociadoSeveral studies have highlighted the alarming work situation of university teachers. The teaching field, together with research work, increases levels of stress and burnout. It is essential to study how some psychosocial factors may affect the non-verbal language of university teachers. The objectives of this research were (a) to develop and adjust an explanatory model of the relationship between stress levels, burnout syndrome, emotional intelligence and non-verbal communication and (b) to study the differences in the theoretical model according to the sex of the participants. This exploratory and cross-sectional research was carried out on 1316 Spanish university teachers. The following instruments were used for data collection: Perceived Stress Scale, Maslach Burnout Inventory, Trait Meta-Mood Scale and Non-verbal Immediacy Scale Self-report. The results showed a direct relationship between stress and emotional exhaustion. An indirect relationship was also found between depersonalization and self-efficacy,the latter being stronger in women. The effect of emotional repair on emotional exhaustion was inverse and stronger for males. As conclusions, there are differences in the effect of psychosocial variables on the non-verbal communicative processes of university teachers according to gender.
- PublicationOpen AccessIntenciones conductuales de los futuros docentes hacia la integración de la IA : una extensión del Modelo de Aceptación Tecnológica(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Maghsoudi, Mojtaba; Ashoori Tootkaboni, Arezoo; Sin departamento asociadoArtificial Intelligence (AI) has the potential to significantly enhance English language instruction and learning in classrooms. Despite the growing interest in AI in education, little is known about pre-service teachers’ intentions to adopt AI in their future classrooms. This study examined the behavioral intention of pre-service English as a foreign language teachers (PSEFLTs) to use AI to enhance English instruction and learning in their future classrooms. By examining factors such as AI anxiety, perceived utility, perceived ease of use, AI self-efficacy, AI literacy, and AI readiness, this study extends the Technology Acceptance Model (TAM), serves as a theoretical framework, to better understand PSEFLTs' intentions to adopt AI. A structured survey was administered to 100 PSEFLTs across three different Iranian Teacher Education Universities. Using partial least squares-structural equation modeling (PLS-SEM). The results showed that PSEFLTs' behavioral intentions to adopt AI are positively influenced by AI self-efficacy, perceived usefulness, perceived ease of use, AI literacy, and AI readiness. while, AI anxiety was a negative predictor, underscoring the psychological obstacles to the adoption of technology. These results highlight how important it is for teacher education programs to promote AI literacy, lower anxiety, and boost self-efficacy in order to guarantee successful AI integration. By extending TAM and tackling the understudied topic of PSTs' adoption of AI technologies, the study adds to the body of literature.
- PublicationOpen Access¿Hacia la virtualización del Máster de Formación del Profesorado en España? Percepciones del alumnado y variables implicadas(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Etchezahar, Edgardo; Gómez Yepes, Talía; Maldonado Rico, Antonio; Albalá Genol, Miguel Ángel; Sin departamento asociadoLa virtualización de la educación superior ha cobrado protagonismo en España, impulsada por factores como el desarrollo tecnológico y la creciente demanda de flexibilidad formativa. En este contexto, se analiza el impacto de la virtualización en el Máster de Formación del Profesorado (MESOB) en el profesorado en formación, cuyo modelo presencial se ha visto cuestionado ante una reciente posible propuesta para reducir su presencialidad obligatoria del 80% al 40%. Se realizó un estudio cuantitativo con una muestra de 174 estudiantes del MESOB de la Universidad Autónoma de Madrid. Se aplicó un cuestionario que recogió las percepciones del profesorado en formación acerca de la medida, así como otros datos sociodemográficos, experiencias previas con formación virtual, actitudes hacia la tecnología educativa y concepciones de enseñanza-aprendizaje. Los resultados indican de media una percepción positiva sobre el posible cambio, aunque se encontraron diferencias significativas en base al género, la especialidad, experiencias formativas virtuales previas y las concepciones de enseñanza-aprendizaje. Las actitudes hacia la educación virtual y una concepción tradicional del aprendizaje predijeron una mayor aceptación hacia el cambio. Las diferencias argumentales por tipo de modalidad preferida reflejan una tensión entre necesidades contextuales y las exigencias formativas. La aceptación del aumento de virtualización se vincula más con factores prácticos y personales que con fundamentos pedagógicos. Se concluye que la toma de decisiones sobre la virtualización debe considerar las percepciones del alumnado y la naturaleza habilitante del máster, incluyendo futuras investigaciones que profundicen en especialidades específicas y competencias docentes clave.