Gutiérrez Sánchez, Marta

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Gutiérrez Sánchez, Marta

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Gutiérrez Sánchez, Marta

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Universidad de Murcia. Departamento de Teoría e Historia de la Educación

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Open Access
Posibilidades y amenazas para que las actuales sociedades de la información se conviertan en verdaderas sociedades del aprendizaje y el conocimiento
(Ediciones Universidad de Salamanca, 2013-11-30) Romero Sánchez, Eduardo; Gutiérrez Sánchez, Marta; Teoría e Historia de la Educación
Este artículo pretende describir las principales tendencias sociales y rasgos culturales que predominan hoy día, buscar el fundamento filosófico de este modo de pensar, sentir y vivir y dar una respuesta educativa seria y adaptada a la realidad axiológica y cultural presente. En las sociedades occidentales actuales conviven grandes paradojas y contradicciones: crecimiento económico, desarrollo tecnológico y mayores cotas de libertad, pero también gran consumismo, deterioro cultural, dependencia tecnológica y pensamiento único. De ahí, que hablemos de las grandes posibilidades y, al mismo tiempo, de las terribles amenazas que existen para que las actuales sociedades de la información se conviertan en verdaderas sociedades del aprendizaje. Para conocer esta realidad hemos centrado nuestro análisis en tres aspectos clave: el impacto de la revolución digital; el estado de la cultura en la sociedad contemporánea y la necesidad de una “nueva educación” que parta de presupuestos diferentes. ----------------
Open Access
Non-formal civic education in Spain: a social cartography approach
(SAGE Publications, 2025-01-16) López-Meseguer, Rafael; Gutiérrez Sánchez, Marta; Pedreño Plana, Marina; Gómez-Núñez, María Isabel; Teoría e Historia de la Educación; Facultad de Educación
The work of non-governmental organizations in promoting citizenship competencies is one of the most effective forms of civic education today. Nonetheless, it has not received much attention from academia. This present research, using the method of social cartography and qualitative content analysis, analyzes the non-formal civic education work carried out by 156 non-governmental organizations in Spain. The results give an overview of the scope, target audience, types of activities, and topics that these organizations address, providing some significant examples. Additionally, the research includes an analysis of the institutional context in which these organizations operate based on 10 in-depth interviews. Finally, the findings point to the need to further focus on this type of education, integrate it into educational systems, and provide these non-governmental organizations with adequate resources to effectively carry out their work.
Open Access
Cuestionario sobre determinantes para la elección de estudios de Grado en Educación. Diseño y validación
(Universidad Nacional de Educación a Distancia (UNED), Asociación Española de Orientación y Psicopedagogía, 2025-04-15) Sánchez Martín, Micaela; Rodríguez Entrena, María Jesús; González Barea, Eva María; Gutiérrez Sánchez, Marta; Teoría e Historia de la Educación; Facultad de Educación
Research on the motivations that lead students to decide on which studies to pursue is an interesting challenge at the university stage. The main objective of this article is to present the design and validation process of an instrument aimed at identifying the determinants involved in the choice of education careers. The design of the Questionnaire on Determinants for the Choice of University Degree (CDEGU, in Spanish) was developed in three phases: i) preparation of the questionnaire after reviewing the literature, pilot test and validation; ii) content evaluation using the Delphi method by expert judges based on the criteria of relevance, coherence, clarity and sufficiency. In addition, carrying out a qualitative assessment in order to improve the instrument, and carrying out a pilot test; iii) finally, it was administered to 723 students of the Faculty of Education of the University of Murcia and the responses were computerized using the statistical program SPSS Statistics 27, to carry out content validity analyses (inter-judge agreement), construct (confirmatory factor analysis) and reliability (Cronbach's alpha). The results show that the instrument meets the technical requirements of validity and reliability. In conclusion, the designed questionnaire is useful and reliable to identify the determinants that influence students’ choice of university degrees in education, therefore, it can be recommended to be used in conditions similar to those in which it has been administered.
Open Access
La Situación del Alumnado Gitano. Percepciones del Profesorado
(Universidad Autónoma de Madrid, 2023-12-05) Gutiérrez Sánchez, Marta; Bahadi Bouchnafa, Sara; Pedreño Plana, Marina; Teoría e Historia de la Educación; Facultad de Educación
Roma people are at high risk of social exclusion. Based on the fact that education is one of the key elements for social inclusion and understanding that teachers are a fundamental part of the educational success of Roma students, this research aims to find out what they think and know about them. To this end, qualitative research has been carried out by means of interviews with eleven teachers of Compulsory Secondary Education from different specialities and with experience in caring for Roma students in the same educational centre in the Region of Murcia. The results of the content analysis reveal that the teachers are aware of the disadvantage in which the Romany population finds itself with respect to different dimensions that determine social inclusion-exclusion. Likewise, a great lack of knowledge about their culture and history is observed, some causes that determine their success at school are revealed and some educational strategies to favour it are exposed. Finally, the professionals point out some challenges to improve the educational situation of Roma pupils. They conclude by insisting on the need to promote the social inclusion of the Romany population, paying special attention to teacher training and collaboration between different educational agents.
Open Access
A systematic review to evaluate the risk of bias of meta-analyses reporting experimental educational interventions focused on academic performance
(Taylor and Francis Group, Taylor and Francis, 2024-08-05) Sánchez Martín, Micaela; Gutiérrez Sánchez, Marta; Olmedo-Moreno, Eva María; Navarro Mateu, Fernando; Teoría e Historia de la Educación; Facultad de Educación
Introduction: Concerns about the risk of bias (RoB) of Meta-analysis (MAs) have grown in parallel with the exponential increase in the number of publications in science. However, this has not been properly assessed in Education. The aims were to evaluate the RoB of MAs in Education and to identify potential predictors of a lower RoB. Methods: Systematic review. Selection criteria were all MAs of experimental design evaluating the effectiveness of educational interventions on any academic outcome published from 1 January 2009 (year of publication of the first PRISMA guideline) published in English or Spanish, with the exclusion of those with other designs, evaluating other outcomes or not accessible to full text. A systematic search was performed in four databases (ERIC, Web of Science, Scopus, and PubMed) until March 2022. A preregistered protocol was used to extract data on study characteristics, PRISMA compliance, and RoB, based on the AMSTAR 2 instrument, and dichotomized as low vs. high RoB. The study selection and data extraction process were independently conducted by two researchers and disagreements were solved by consensus or by a third researcher. Statistical analysis: A flow-diagram and descriptive tables were tabulated. As a measure of association, odds ratios (OR) and its 95% confidence intervals were calculated by logistic regression analysis with dichotomized RoB as the dependent variable. Results: A total of 69 meta-analyses of studies were identified. Almost 90% (n = 62) of them were rated with a critically low overall confidence level, and almost 70% (n = 49) had a high RoB. Factors related to a low RoB were adherence to PRISMA guideline (OR = 5.5; 95%CI: 1.8–16.6), the most recent studies (OR = 7.4; 95%CI: 1.5–35.3), a higher number of authors (OR = 1.4; 95%CI: 1.1–1.9), a corresponding author from a European country (OR = 3.7; 95%CI: 1.1–12.8), and publishing in the health educational area (OR = 13.4; 95%CI: 3.6–49.6). Conclusions: Our study raises concerns regarding the methodological quality of published MA in Education. The use of instruments, such as AMSTAR 2 and PRISMA 2020, may improve the quality of future MA in Education.
Open Access
El aprendizaje servicio en el grado en Pedagogía: una experiencia en la asignatura de Teoría de la Educación
(Fundação Cesgranrio, 2022) Pedreño Plana, Marina; Gutiérrez Sánchez, Marta; Teoría e Historia de la Educación; Facultad de Educación
This study evaluates an SL experience carried out with 126 students of the Degree of Pedagogy of the University of Murcia, within the framework of a teaching innovation project developed in the subject of Theory of Education. The aim of this project is to contribute to the professional and civic training of students, connecting academic learning with social reality. A quantitative methodology has been used, through the application of an ad hoc Likert-type scale that assesses the students' perception of their acquisition of competences in three dimensions (academic-professional or cognitive, socio-professional or interpersonal and ethical-civic). The results obtained show positive effects in the three dimensions evaluated, confirming the effectiveness of this methodology for the initial training of professionals in the field of pedagogy.
Open Access
Adherencia a la declaración PRISMA en los meta-análisis de intervenciones experimentales publicados en Educación: una meta-revisión sistemática
(Ministerio de Educación y Formación Profesional, 2026-04-01) Sánchez Martín, Micaela; Gutiérrez Sánchez, Marta; Olmedo-Moreno, Eva María; Navarro Mateu, Fernando; Teoría e Historia de la Educación; Facultad de Educación
Objective: To assess adherence to the PRISMA statement in meta-analyses of educational interventions aimed at improving academic performance between 2009 and 2022. Method: Systematic review. Eligibility criteria: Meta-analyses of experimental studies evaluating educational interventions designed to improve academic performance, published in English or Spanish between January 1, 2009, and April 30, 2022. Exclusion criteria: Other designs or outcomes, and inaccessible publications. Bibliographic search: Conducted in four databases (ERIC, Web of Science, Scopus, and PubMed). Data extraction: Based on a previously developed and registered protocol. Data: Adherence to PRISMA recommendations, risk of bias according to AMSTAR 2, and various characteristics of published studies.Statistical analyses: Chi-square test or Fisher’s exact test. As measures of association, odds ratios and ß were calculated, with 95% confidence intervals (95%CI) and p-values through logistic and linear regression analyses. Results: Out of 2,076 identified studies, 69 were included. The mean PRISMA score was 19.7 (SD = 4.4) out of 27. A total of 51.8% (n = 14) of the recommendations had adherence rates above 75%. Significant differences were found in adherence to the recommendations depending on whether the authors declared compliance with PRISMA in 14 of the 27 items (51.8%). Compliance with 13 of the 27 recommendations (48.1%) was associated with a lower risk of bias. PRISMA adherence was associated with lower risk of bias, more recent publication, health-related education, and interventions involving physical activities in higher education. Conclusions: Adherence to PRISMA in published educational meta-analyses of experimental interventions to improve academic performance is clearly improvable.
Open Access
Quality of flowcharts in meta-analyses in Education: a systematic review
(Universidad de Almería, 2025-02-13) Sánchez Martín, Micaela; Gutiérrez Sánchez, Marta; Olmedo-Moreno, Eva María; Navarro Mateu, Fernando; Teoría e Historia de la Educación; Facultad de Educación
Objetivo: evaluar la calidad de los diagramas de flujo de los meta-análisis publicados en educación. Métodos: Revisión sistemática. Criterios inclusión: metaanálisis de estudios experimentales sobre intervenciones educativas centradas en rendimiento académico, en inglés o español entre 1/enero/2009 y 30/abril/2022. Criterios exclusión: otros diseños, otros resultados o artículos no accesibles. Búsqueda bibliográfica: ERIC, WoS, Scopus y PubMed y búsqueda manual. Selección de artículo y extracción de datos con un protocolo previamente elaborado y registrado por dos evaluadores independientes. Datos: características de los estudios, riesgo de sesgo y adherencia a la PRISMA. Los diagramas de flujo se evaluaron con una 16 criterios de calidad según la PRISMA. Análisis estadísticos: estadísticos descriptivos, Chi-cuadrado o prueba exacta de Fisher y análisis de regresión logística y lineal obteniendo la OR y el coeficiente ß, respectivamente, con sus IC95% y p-valores. Resultados: De 2076 estudios inicialmente identificados, se incluyeron 69 (41 (59.4%) con un diagrama de flujo. Seis de los 16 criterios tuvieron un cumplimiento inferior al 50%. El diagrama de flujo se asoció con menor riesgo de sesgos y mayor adherencia a la PRISMA, entre otros factores descritos. Conclusiones: la utilización y calidad del diagrama de flujo en los metaanálisis publicados en educación es insatisfactoria.
Open Access
Intangible heritage and the construction of identities in the educational sphere: a systematic review
(Universidad de Almería, 2026-03-05) Ponce Gea, Ana Isabel; Pedreño Plana, Marina; Sánchez Cortés, María del Carmen; Gutiérrez Sánchez, Marta; Teoría e Historia de la Educación; Facultad de Educación
Antecedentes: El patrimonio cultural inmaterial se presenta íntimamente relacionado con la construcción de las identidades colectivas, especialmente, al tratarse de un patrimonio vivo. Sin embargo, siempre ha ocupado un papel secundario en el ámbito educativo, lo que, unido a la predominancia de las metodologías expositivas en las aulas, no asegura que se estén conformando identidades colectivas argumentadas utilizando este tipo de patrimonio. Método: En este trabajo, se ha llevado a cabo una revisión sistemática con el objetivo de identificar las intervenciones en torno al patrimonio cultural inmaterial que han tenido lugar en el ámbito educativo, conectadas con la construcción de identidades. Utilizando como base los criterios establecidos por PRISMA, se establecieron los siguientes criterios de inclusión: i) estudios originales, en el ámbito educativo, sobre la utilización del patrimonio inmaterial para la construcción de identidades; ii) estudios en el ámbito no formal y formal; iii) estudios cualitativos, cuantitativos o mixtos; iv) estudios publicados en inglés, y/o en español; y iv) publicados hasta el 15 de febrero de 2023; siendo los criterios de exclusión: i) publicaciones en cualquier otro idioma diferente al español o inglés; y ii) libros, capítulos de libro, estudios de informes de casos, revisiones narrativas, comunicaciones a congresos o póster o artículos de opinión. Tras un proceso de selección de los estudios (en tres bases de datos y literatura gris) y extracción de datos (en el que tres investigadoras independientes utilizaron un protocolo donde se incluyeron ítems de la MMAT-2018 (Mixed Methods Appraisal Tool) para la evaluación del riesgo de sesgo), se llevó a cabo un análisis descriptivo y de síntesis cualitativo. Resultados: Los resultados ponen de manifiesto, entre otros aspectos, la escasez de estudios (n=30), sus limitaciones metodológicas (solo el 36.67% superan los ítems de cribado), el tratamiento desigual de las distintas tipologías de patrimonio, el desarrollo mayoritario de las propuestas en el ámbito formal (especialmente, el universitario), la prevalencia de las escalas local y regional y el uso de programas y proyectos. Conclusiones: La interpretación de los resultados debe considerarse en el marco de las limitaciones metodológicas de los estudios incluidos, y de las propias de la revisión, condicionada por la heterogeneidad conceptos, los criterios de inclusión y la selección de las bases de datos. No obstante, la revisión ofrece una primera visión global a un campo frecuentemente fragmentado, lo que permite caminar hacia el diseño de modelos didácticos para el patrimonio cultural inmaterial, tomando decisiones de acuerdo con los nichos existentes.