Resumen (Objetivo) El objetivo de este trabajo es analizar la autoeficacia de futuros profesores de Matemáticas de Secundaria al finalizar su formación inicial docente. (Metodología) La muestra fueron 98 futuros profesores de Matemáticas de Secundaria que cursaban el Máster Universitario en Profesor de Educación Secundaria. Los datos fueron sus reflexiones escritas, que se organizaron en unidades de información y se clasificaron atendiendo a las cinco fuentes de autoeficacia que recoge la literatura especializada: conocimiento profesional; práctica de aula; estados fisiológicos, afectivos y motivacionales; cooperación con colegas y padres; y experiencia. Posteriormente, un análisis de contenido permitió identificar tópicos comunes entre ellas. (Resultados) Los resultados evidencian una autoeficacia docente todavía en formación, lejos de la que cabría esperar en docentes que finalizan su periodo de formación inicial. Destaca la necesidad de incrementar la confianza de los futuros docentes en sus habilidades para traducir el conocimiento del contenido en aprendizajes de los alumnos, para implementar diferentes estrategias de enseñanza y, especialmente, de incrementar su confianza en sus habilidades emocionales. (Conclusiones) Los resultados proporcionan una valiosa información a los programas de formación de docentes al indicar el estado en el que se encuentra la autoeficacia docente al finalizar el periodo de formación inicial. Además, se proporciona una herramienta para analizar la autoeficacia docente de futuros profesores de Matemáticas de Secundaria. Todo ello abre futuras líneas de investigación en diversos sentidos.

Resumo (Objetivo) O objetivo deste estudo é analisar a autoeficácia de futuros professores de matemática do ensino médio no final de sua formação docente inicial. (Metodologia) A amostra consistiu de 98 futuros professores de matemática do ensino médio que estavam cursando o mestrado em ensino médio. Os dados foram suas reflexões escritas, organizadas emunidades de informação e classificadas de acordó com as cinco fontes de autoeficácia da literatura especializada: conhecimento profissional; prática em sala de aula; estados fisiológicos, afetivos e motivacionais; cooperação com colegas e pais; e experiência. Posteriormente, uma análise de conteúdo nos permitiu identificar tópicos comuns entre elas. (Resultados) Os resultados mostram uma autoeficácia do profesor que ainda está em formação, longe do que seria esperado em professores que estão terminando seu período de formação inicial. Ele destaca a necessidade de aumentar a confiança dos futuros professores em suas habilidades de traduzir o conhecimento do conteúdo em aprendizado do aluno, de implementar diferentes estratégias de ensino e, principalmente, de aumentar sua confiança em suas habilidades emocionais. (Conclusões) Os resultados fornecem informações valiosas para os programas de formação de professores, indicando o estado de autoeficácia do professor no final do período de formação docente inicial. Além disso, é fornecida uma ferramenta para analisar a autoeficácia dos futuros professores de matemática do ensino médio. Isso abre linhas futuras de pesquisa em várias direções.

Abstract (Objective) The aim of this paper is to analyze the self efficacy of prospective Secondary School Mathematics Teachers at the end of their initial teacher training. (Methodology) The sample was 98 prospective Secondary School Mathematics Teachers who were studying in a University Master’s program for Secondary Education Teachers. The data were their written reflections, which were organized into information units and classified according to the five sources of self efficacy collected from specialized literature: professional knowledge; classroom practice; physiological, affective and motivational states; cooperation with colleagues and parents; and experience. Subsequently, a contentanalysis made it possible to identify common topics among them. (Results) The results showed that a teacher’s self-efficacy was still in the process of development, far from what might be expected in teachers completing their initial training period. The need to increase the confidence of prospective teachers in their skills to translate knowledge of content into student learning, to implement different teaching strategies and, especially, to increase their confidence in their emotional skills is highlighted. (Conclusions) The results provide valuable information for teacher education programs by indicating the state of teacher self-efficacy at the end of the initial training period. In addition, a tool is provided to analyze the teaching self-efficacy of prospective Secondary Mathematics teachers. All this opens up future lines of research in various areas.

RESUMEN La manera de hacer ciencia hoy está marcada por los avances tecnológicos.Su uso, sin embargo, no es suficiente para mostrar la calidad de los resultados científicos.La creatividad es, hasta ahora, privativa del hombre, por lo que se impone un equilibrio para que el resultado sea de excelencia. Por ello, el trabajo que se presenta dirige su atención a diseñar un programa de superación profesional para el proceso de construcción del texto científico. Se utilizaron métodos teóricos como el analítico-sintético, el inductivo-deductivo y el sistémico-estructural-funcional; y empíricos como la observación participante y estructurada, el análisis de documentos y la encuesta. Como resultadose elaboró un programa de superación profesional para el proceso de la construcción del texto científico del Programa de Diplomado de la Escuela Preparatoria para la Formación Doctoral, en la Universidad de Pinar del Río “Hermanos Saíz Montes de Oca”.En la investigación realizada, se precisó el tránsito por los subprocesos de planeación, textualización y autorrevisión en el proceso de construcción del texto científico y la aplicación de ChatGPT como herramienta docente; además, se promovió el aprendizaje autorregulado donde se implementen estrategias cognitivas, metacognitivas y afectivas, y se incorpore el uso de recursos educativos y la ciencia abierta como un paradigma.

RESUMO A forma de fazer ciência hoje é marcada pelos avanços tecnológicos. Seu uso, porém, não é suficiente para demonstrar a qualidade dos resultados científicos. A criatividade é, até agora, exclusiva do homem, por isso é imposto um equilíbrio para que o resultado seja de excelência. Portanto, o trabalho apresentado direciona sua atenção para a concepção de um programa de aperfeiçoamento profissional para o processo de construção de texto científico. Foram utilizados métodos teóricos como analítico-sintético, indutivo-dedutivo e sistêmico-estrutural-funcional; e empíricas como observação participante e estruturada, análise documental e levantamento. Como resultado, foi desenvolvido um programa de aperfeiçoamento profissional para o processo de construção do texto científico do Programa de Diploma da Escola Preparatória para a Formação Doutoral, da Universidade de Pinar del Río “Hermanos Saíz Montes de Oca”. Na pesquisa realizada foi especificada a passagem pelos subprocessos de planejamento, textualização e autorrevisão no processo de construção do texto científico e a aplicação do ChatGPT como ferramenta de ensino; Além disso, promoveu-se a aprendizagem autorregulada onde são implementadas estratégias cognitivas, metacognitivas e afetivas, e o uso de recursos educacionais e a ciência aberta são incorporados como paradigma.

ABSTRACT The way science is done today is marked by technological advances. Their use, however, is not enough to show the quality of scientific results. Creativity is, up to now, exclusive of man, so that a balance is necessary for the result to be of excellence. For this reason, the work presented here focuses on designing a professional improvement program for the scientific text construction process. Theoretical methods such as analytical-synthetic, inductive-deductive and systemic-structural-functional were used, as well as empirical methods such as participant and structured observation, document analysis and survey. As a result, a professional improvement program was elaborated for the process of the construction of the scientific text of the Diploma Program of the Preparatory School for Doctoral Training, at the University of Pinar del Río "Hermanos Saíz Montes de Oca". In the research carried out, the transit through the subprocesses of planning, textualization and self-revision in the process of construction of the scientific text and the application of ChatGPT as a teaching tool were specified; in addition, self-regulated learning was promoted where cognitive, metacognitive and affective strategies are implemented, and the use of educational resources and open science as a paradigm is incorporated.

ABSTRACT: In this article, a systematic and integrative review is presented, investigating Brazilian studies on the utilization of Universal Design for Learning (UDL) in Elementary Education, with an emphasis on inclusion and mathematical didactic practices, from 2018 to 2022. The findings were analyzed and synthesized, deepening the understanding in this research area. The importance of developing inclusive didactic practices and using accessible resources as essential strategies to ensure access to mathematical knowledge and provide equitable and affective education is highlighted. Considering the scarcity of studies focused on the proposed objective, it underscores the need for comprehensive research on the implementation of UDL in mathematics education to promote the inclusion of each student.

RESUMO: Neste artigo, é apresentada uma revisão sistemática e integrativa que investigou estudos brasileiros sobre o uso do Desenho Universal para Aprendizagem (DUA) no Ensino Fundamental, com ênfase na inclusão e práticas didáticas de Matemática, no período de 2018 a 2022. Foram analisados e sintetizados os resultados encontrados, aprofundando o entendimento nessa área de pesquisa. É destacada a importância do desenvolvimento de práticas didáticas inclusivas e do uso de recursos acessíveis como estratégias essenciais para garantir o acesso ao conhecimento matemático e proporcionar uma educação equitativa e afetiva. Observada a escassez de estudos voltados para o objetivo proposto, evidencia-se a necessidade de pesquisas abrangentes sobre a implementação do DUA no ensino de Matemática para promover a inclusão de cada um dos estudantes.

ABSTRACT Foundation: teaching strategies to promote autonomous learning are cognitive and affective strategies that facilitate: learning to learn, learning to do and learning cooperatively, to establish relationships with peers and achieve health well-being. Objective: determine the level of implementation of teaching strategies to achieve autonomous learning and its impact on the health of students at a private university in Lambayeque. Methods: a research was carried out with a quantitative approach, descriptive, cross-sectional and quasi-experimental design (before-after study). The sample was obtained through non-probabilistic convenience sampling with 390 students according to the inclusion criterion. Two variables were evaluated in their corresponding dimensions. For the statistical analysis, the IBM SPSS Statistics V.25 program was used. Results: for the variable, Teaching strategies, both in the pre-test and in the post-test, the majority rated it as: it always has an impact on mental health. Regarding the variable, Autonomous Learning, there was an increase in the rating for the option always, of 2.4 %, while in: sometimes, there was a decrease of 1.7 % and in: never, of 1.8 %, which showed the impact on the health of the students. Conclusions: teaching strategies were used to promote autonomous learning that allowed students to: select, organize, process and elaborate information; likewise, to develop motivation and self-regulation for awareness and control of their learning and improve mental health, by reducing stress levels.

RESUMEN Fundamento: las estrategias didácticas para fomentar el aprendizaje autónomo son las estrategias cognitivas y afectivas que facilitan: aprender a aprender, aprender a hacer y aprender de forma cooperativa, para establecer la relación con sus pares y lograr el bienestar de la salud. Objetivo: determinar el nivel de implementación de las estrategias didácticas para lograr el aprendizaje autónomo y su repercusión en la salud de estudiantes de una universidad privada de Lambayeque. Métodos: se realizó una investigación con un enfoque cuantitativo, de tipo descriptiva, transversal y diseño cuasi experimental (estudio de antes-después). La muestra se obtuvo mediante muestreo no probabilístico por conveniencia con 390 estudiantes según el criterio de inclusión. Se evaluaron dos variables en sus dimensiones correspondientes. Para el análisis estadístico se empleó el programa IBM SPSS Statistics V.25. Resultados: para la variable, Estrategias didácticas, tanto en el pre-test como en el post-test, la mayoría la calificó como: siempre repercute en la salud mental. Con respecto a la variable, Aprendizaje autónomo, hubo un incremento en la calificación para la opción siempre, de 2,4 %, mientras que en: a veces, hubo una disminución del 1,7 % y en: nunca, el 1,8 %, mostraron la repercusión en la salud de los estudiantes. Conclusiones: se utilizaron estrategias didácticas para fomentar el aprendizaje autónomo que permitieron a los estudiantes: seleccionar, organizar, procesar y elaborar la información; de igual forma, para desarrollar la motivación y autorregulación para la toma de conciencia y control de su aprendizaje y mejorar la salud mental, al disminuir los niveles de estrés.

Resumen El presente es un estudio descriptivo del proceso de aprendizaje de un estudiante de profesorado en física durante su práctica profe-sional, que considera dimensiones cognitivas y afectivas. Utilizando una metodología cualitativo-interpretativa, se analizaron autore-gistros escritos correspondientes a seis clases y se seleccionaron cuatro ejemplos para un examen detallado. Los mismos corresponden al periodo de práctica activa de un estudiante de profesorado. Los resultados involucran diferentes aspectos del saber docente, rela-cionados con el conocimiento de estrategias de enseñanza y de las ideas de los estudiantes sobre la física: el valor de las preguntas disparadoras, la importancia de las ideas de los estudiantes en el discurso, y la sofisticación en el uso de guiones conjeturales para la planificación. El estudio muestra el dinamismo de los escenarios emocionales frente a episodios de aprendizaje del saber docente.

Abstract The present work is a descriptive study that examines the learning process of a preservice physics teacher his professional practice, considering both cognitive and affective dimensions. Using a qualitative-interpretive methodology, written self-records from six classes were analyzed, with four examples selected for detailed examination. These records pertain to the active period of his Practicum. The results address various aspects of teaching knowledge, particularly related to teaching strategies and students’ ideas about physics: the value of trigger questions, the importance of students' ideas in discourse, and the sophistication in the use of conjectural scripts for planning. The study highlights the dynamic nature of emotional scenarios in response to episodes of teacher-knowledge learning.

The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

RESUMEN La presente investigación muestra como la Educación Superior busca abrirse caminos por un sendero de adversidades, para lo cual el objetivo se centró en proponer un Enfoque Holístico por Competencias para mejorar la Formación Integral. La metodología de enfoque mixto aplicada a una muestra de 260 personas entre docentes y estudiantes de la Universidad Técnica de Babahoyo - UTB. Los resultados obtenidos evidencian que hay un 76.92 % de encuestados que no se está trabajando pertinentemente en el tema de las destrezas del saber, asimismo, un 72.69 % no están de acuerdo con que se esté trabajando adecuadamente con el enfoque holístico por competencias, un 46.92 % no creen que se esté fortaleciendo una adecuada formación integral y un 45.39 % consideran que se deben mejorar las relaciones interpersonales con el fin de logara una formación integral de calidad. Se concluyó que es necesario plantear una propuesta de un enfoque holístico por competencias donde se aborden directrices referidas a Competencias para la vida, se elaboren adecuados programas académicos, la incorporación de una pedagogía afectiva, así como adecuadas estrategias de aprendizajes ligados a la práctica profesional.

ABSTRACT The present investigation shows how Higher Education seeks to open paths along a path of adversities, for which the objective was focused on proposing a Holistic Approach by Competencies to improve Integral Training. The mixed approach methodology applied to a sample of 260 people between teachers and students of the Technical University of Babahoyo - UTB. The results obtained show that there are 76.92% of respondents who are not working pertinently on the subject of knowledge skills, likewise, 72.69% do not agree that they are working adequately with the holistic approach by competences, 46.92% % do not believe that adequate comprehensive training is being strengthened and 45.39% consider that interpersonal relationships should be improved in order to achieve quality comprehensive training. It was concluded that it is necessary to propose a proposal for a holistic approach by competences where guidelines related to Competences for life are addressed, adequate academic programs are developed, the incorporation of an affective pedagogy, as well as adequate learning strategies linked to professional practice.

ABSTRACT The aim of the present study is twofold: 1 to investigate the strategies used by a group of trainee teachers during the implementation via WhatsApp of pre-task activities inspired by the autobiographical approach; 2. to analyse whether and how learners show emotional engagement through online messages, referred here as the ability to express their own personal sphere in the host country’s language. The case study consists of the observation of 900 WhatsApp messages sent over a period of 39 days, aimed at carrying out 9 pre-task activities to enhance the intra-personal emotional sphere. The data were collected during an Italian L2 course designed for students of A2 level according to Common European Framework of Reference for languages (CEFR) with a multilingual and multicultural background and taught by trainee teachers. The quantitative-qualitative survey, carried out on the basis of studies analysing digital communication and supported by the autobiographical approach, shows that pre-tasks offered the community of practice the opportunity to go beyond the teaching activity and to build an affiliate network with emotionally engaging communicative spaces, enriched by iconographic material and stylistically and linguistically refined life stories. From a professional perspective, the study shows the path taken by trainee teachers to acquire skills and competences – stylistic, pragmatic, linguistic, interactional and emotional – necessary to foster forms of affective and inclusive language learning through multimodal resources. twofold pretask pre task approach 2 countrys country s 90 3 days intrapersonal intra L A CEFR (CEFR quantitativequalitative quantitative qualitative survey pretasks tasks spaces stories perspective stylistic pragmatic linguistic resources

RESUMO Este estudo tem um duplo propósito: 1. investigar as estratégias utilizadas por um grupo de formandos durante a realização de pré-task inspiradas na abordagem autobiográfica e implementadas via WhatsApp; 2. analisar se e como os aprendizes manifestam formas de envolvimento emocional nas mensagens online, entendidas aqui como a capacidade de saber expressar sua própria esfera subjetiva na língua do país de acolhimento. Trata-se de um estudo de caso, baseado na observação de 900 mensagens enviadas via WhatsApp ao longo de 39 dias e destinadas à realização de 9 pré-task que potencializam a esfera emocional intrapessoal. Os dados foram coletados durante um curso de italiano L2/LS destinado a alunos com formação plurilíngue e pluricultural no nível A2 do Volume Complementar do QECR (2018) e ministrado por professores estagiários. A investigação quanti-qualitativa, realizada a partir de estudos que analisam a comunicação digital e auxiliada pela abordagem autobiográfica, mostra que os pré-task têm oferecido à comunidade de prática a possibilidade de ir além da atividade didática e construir uma rede de afiliação com espaços de comunicação emocionalmente envolventes, enriquecidos por suportes iconográficos e testemunhos de vida que denotam requinte estilístico e linguístico. Do ponto de vista profissional, o estudo destaca o caminho percorrido pelos professores estagiários para a aquisição de habilidades e competências – estilísticas, pragmáticas, linguísticas, interacionais e emocionais – necessárias para fomentar formas de aprendizagem afetiva e inclusiva de línguas por meio de recursos multimodais. propósito 1 prétask pré task 2 online acolhimento Tratase Trata caso 90 3 intrapessoal L2LS LLS L2 LS L 2018 (2018 quantiqualitativa, quantiqualitativa quanti qualitativa, qualitativa quanti-qualitativa envolventes linguístico profissional estilísticas pragmáticas linguísticas multimodais 201 (201 20 (20 (2 (

ABSTRACT The COVID-19 pandemic has affected the continuity of cognitive rehabilitation worldwide. However, the use of teleneuropsychology to provide cognitive rehabilitation has contributed significantly to the continuity of the treatment. Objectives: To measure the effects of cognitive telerehabilitation on cognition, neuropsychiatric symptoms, and memory strategies in a cohort of patients with mild cognitive impairment. Methods: A sample of 60 patients with mild cognitive impairment according to Petersen’s criteria was randomly divided into two groups: 30 treatment cases and 30 controls (waiting list group). Subjects were matched by age, sex, and Montreal Cognitive Assessment. The treatment group received ten cognitive telerehabilitation sessions of 45 minutes duration once a week. Pre-treatment (week 0) and post-treatment (week 10) measures were assessed for both groups. Different linear mixed models were estimated to test treatment effect (cognitive telerehabilitation vs. controls) on each outcome of interest over time (pre/post-intervention). Results: A significant group (control/treatment) x time (pre/post) interaction revealed that the treatment group at week 10 had better scores in cognitive variables: memory (RAVLT learning trials p=0.030; RAVLT delayed recall p=0.029), phonological fluency (p=0.001), activities of daily living (FAQ p=0.001), satisfaction with memory performance (MMQ satisfaction p=0.004) and use of memory strategies (MMQ strategy p=0.000), as well as, and a significant reduction of affective symptomatology: depression (GDS p=0.000), neuropsychiatric symptoms (NPI-Q p=0.045), forgetfulness (EDO-10 p=0.000), and stress (DAS stress p=0.000). Conclusions: Our study suggests that CTR is an effective intervention. COVID19 COVID 19 COVID-1 worldwide However Objectives cognition Methods 6 Petersens Petersen s groups 3 waiting group. . group) age sex Assessment 4 Pretreatment Pre 0 posttreatment post vs pre/postintervention. prepostintervention pre/post intervention pre (pre/post-intervention) Results control/treatment controltreatment control (control/treatment prepost (pre/post 1 variables p=0.030 p0030 p 030 p=0.029, p0029 p=0.029 , 029 p=0.029) p=0.001, p0001 p=0.001 001 (p=0.001) FAQ p=0.001) MMQ p=0.004 p0004 004 p=0.000, p0000 p=0.000 000 p=0.000) symptomatology GDS NPIQ NPI Q p=0.045, p0045 p=0.045 045 p=0.045) EDO10 EDO (EDO-1 DAS p=0.000. Conclusions COVID1 COVID- postintervention pre/postintervention (pre/post-intervention p=0.03 p003 03 p002 p=0.02 02 p000 p=0.00 00 (p=0.001 p004 p=0.04 04 EDO1 (EDO- p=0.0 p00 (p=0.00 (EDO p=0. p0 (p=0.0 p=0 (p=0. p= (p=0 (p= (p

RESUMO A pandemia do COVID-19 afetou a continuidade da reabilitação cognitiva em todo o mundo. No entanto, o uso de tele neuropsicologia para a reabilitação cognitiva tem contribuído significativamente para a continuidade do tratamento. Objetivos: Medir os efeitos da tele reabilitação cognitiva na cognição, nos sintomas neuropsiquiátricos e nas estratégias de memória em uma coorte de pacientes com comprometimento cognitivo leve. Métodos: Uma amostra de 60 pacientes com comprometimento cognitivo leve de acordo com os critérios de Petersen foi dividida aleatoriamente em dois grupos: 30 casos de tratamento e 30 controles (grupo de lista de espera). Os assuntos foram pareados por idade, sexo e Avaliação Cognitiva de Montreal. O grupo de tratamento recebeu dez sessões de tele reabilitação cognitiva de 45 minutos de duração uma vez por semana. As medidas pré-tratamento (semana 0) e pós-tratamento (semana 10) foram avaliadas para ambos os grupos. Diferentes modelos lineares mistos foram estimados para testar o efeito do tratamento (tele reabilitação cognitiva vs. controles) em cada desfecho de interesse ao longo do tempo (pré-/pós-intervenção). Resultados: Uma interação significativa grupo (controle/tratamento) x tempo (pré/pós) revelou que o grupo de tratamento teve melhores pontuações em variáveis cognitivas na semana 10: memória (ensaios de aprendizagem RAVLT p = 0,030; RAVLT recordação tardia p=0,029), fluência fonológica (p=0,001), atividades da vida diária (FAQ p=0,001), satisfação com o desempenho da memória (satisfação MMQ p=0,004) e uso de estratégias de memória (estratégia MMQ p=0,000), bem como uma significativa redução da sintomatologia afetiva: depressão (GDS p=0,000), sintomas neuropsiquiátricos (NPI-Q p=0,045), esquecimento (EDO-10 p=0,000) e estresse (DAS estresse p=0,000). Conclusões: Nosso estudo sugere que a CTR é uma intervenção eficaz. COVID19 COVID 19 COVID-1 mundo entanto Objetivos cognição Métodos 6 grupos 3 espera. espera . espera) idade Montreal 4 prétratamento pré 0 póstratamento pós 10 vs pré/pósintervenção. prépósintervenção /pós (pré-/pós-intervenção) Resultados controle/tratamento controletratamento controle (controle/tratamento pré/pós prépós (pré/pós ensaios 0,030 0030 030 p=0,029, p0029 p=0,029 , 029 p=0,029) p=0,001, p0001 p=0,001 001 (p=0,001) FAQ p=0,001) p=0,004 p0004 004 estratégia p=0,000, p0000 p=0,000 000 afetiva GDS NPIQ NPI Q p=0,045, p0045 p=0,045 045 p=0,045) EDO10 EDO (EDO-1 DAS p=0,000. Conclusões eficaz COVID1 1 COVID- pósintervenção pré/pósintervenção (pré-/pós-intervenção 0,03 003 03 p002 p=0,02 02 p000 p=0,00 00 (p=0,001 p004 p=0,04 04 EDO1 (EDO- 0,0 p00 p=0,0 (p=0,00 (EDO 0, p0 p=0, (p=0,0 p=0 (p=0, p= (p=0 (p= (p

Abstract Exploratory Practice (EP), (ALLWRIGHT, 1991, 2006, 2008) is a teaching-learning and research approach, which encourages practitioners to generate understandings on issues related to quality of life that puzzle them in their personal and professional settings. Considering the impact of the Covid19 in our quality of life as practitioners, we analyze the interaction generated during one meeting of regular members of two groups of exploratory practitioners that occurred on May 27, 2020, on the virtual platform Zoom. Therefore, these Communities of Exploratory Practice interact in meetings as affective niches (STERELNY, 2010), following EP’s principle related to understanding life in the language classroom. Thus, this study focuses on the way the community members expressed their feelings as well as how and through what strategies support and affective scaffoldings were provided through discourse. EP, EP , (EP) ALLWRIGHT, ALLWRIGHT (ALLWRIGHT 1991 2006 2008 teachinglearning teaching learning approach settings Covid Covid1 27 2020 Zoom Therefore STERELNY, STERELNY (STERELNY 2010, 2010 2010) EPs s classroom Thus discourse (EP 199 200 2 202 201 19 20 1

Resumo A Prática Exploratória (ALLWRIGHT, 1991. 2006, 2008) é uma abordagem para o ensino-aprendizagem e pesquisa que encoraja os praticantes a gerarem entendimentos acerca de questões relacionadas à qualidade de vida que os intrigam em seus contextos pessoais e profissionais. Considerando o impacto da Covid19 em nossas vidas de professores e alunos, analisamos a interação ocorrida em uma reunião com a participação de membros de dois grupos de praticantes exploratórios ocorrida no dia 27 de maio de 2020 através da plataforma virtual Zoom. Assim, essas Comunidades de Prática Exploratória interagem em encontros que são nichos afetivos (STERELNY, 2010), seguindo o princípio da PE relacionado à compreensão da vida em sala de aula de línguas. Dessa forma, este estudo foca na forma como e através de quais estratégias os membros dessa comunidade expressaram seus sentimentos e ofereceram suporte e andaimes afetivos através do discurso. ALLWRIGHT, ALLWRIGHT (ALLWRIGHT 1991 2006 2008 ensinoaprendizagem ensino aprendizagem profissionais Covid Covid1 alunos 2 202 Zoom Assim STERELNY, STERELNY (STERELNY 2010, 2010 , 2010) línguas discurso 199 200 20 201 19 1

Resumen El objetivo de esta investigación es abordar el fenómeno de las actitudes lingüísticas en estudiantes de la especialidad de Inglés. Esto permitirá distinguir las actitudes de los discentes respecto del inglés americano y el inglés británico en contextos hispanohablantes. El estudio de las actitudes lingüísticas resulta relevante en la sociolingüística porque "la riqueza de información sobre el funcionamiento del idioma está en su relación social con la comunidad" (Holmes, 2013, pp. 1-2). Así, este tipo de trabajo comprende tres áreas: las actitudes cognitivas, conductuales y afectivas (Zanna y Rempet, 1988), las que son consideradas en el presente estudio. Se utilizará como medio de investigación la encuesta del método de las máscaras y la observación. Las actitudes lingüísticas de los alumnos de la especialidad de Inglés de la UNMSM respecto al inglés americano y británico son positivas por el prestigio que ambas lenguas tienen y por las motivaciones actitudinales integradoras e instrumentales. Respecto a las variables sociolingüísticas en relación con las actitudes, solo se ha podido encontrar una relación de influencia significativa en la edad. En el análisis de la técnica de las máscaras, se evidenció un promedio mayor de aceptación en casi todos los atributos respecto del inglés británico.

Abstract The objective of this research is to address the phenomenon of linguistic attitudes in students of the specialty of English. This will make it possible to distinguish the attitudes of learners regarding American English and British English in Spanish-speaking contexts. The study of linguistic attitudes is relevant in sociolinguistics because "the wealth of information on the functioning of the language is in its social relationship with the community" (Holmes, 2013, pp. 1-2). Thus, this type of work comprises three areas: cognitive, behavioral and affective attitudes (Zanna and Rempet, 1988), which are considered in this study. The mask method survey and observation will be used as a means of investigation. The linguistic attitudes of the students of the English major at UNMSM regarding American and British English are positive due to the prestige that both languages have and because of the integrative and instrumental attitudinal motivations. Regarding the sociolinguistic variables in relation to attitudes, it has only been possible to find a relationship of significant influence in age. In the analysis of the technique of the masks, a higher average of acceptance was evidenced in almost all the attributes with respect to British English.

Resumo O objetivo desta pesquisa é abordar o fenômeno das atitudes linguísticas em alunos da especialidade de inglês. Isso permitirá distinguir as atitudes dos alunos em relação ao inglês americano e ao inglês britânico em contextos de língua espanhola. O estudo das atitudes linguísticas é relevante em sociolinguística porque "a riqueza da informação sobre o funcionamento da língua está na sua relação social com a comunidade" (Holmes, 2013, pp. 1-2). Assim, este tipo de trabalho compreende três áreas: atitudes cognitivas, comportamentais e afetivas (Zanna e Rempet, 1988), que são consideradas neste estudo. O método da máscara de levantamento e observação será utilizado como meio de investigação. As atitudes linguísticas dos alunos do curso de inglês da UNMSM em relação ao inglês americano e britânico são positivas pelo prestígio que ambas as línguas possuem e pelas motivações atitudinais integrativas e instrumentais. Em relação às variáveis sociolinguísticas em relação às atitudes, só foi possível encontrar uma relação de influência significativa na idade. Na análise da técnica das máscaras, evidenciou-se maior média de aceitação em quase todos os atributos com relação ao inglês britânico.

Abstract This paper provides a review of the scientific literature on the self-regulation of academic emotions. A systematic search for documents in the Scopus and Web of Science databases was carried out. A total of 29 articles and book chapters which met the previously established eligibility criteria were selected for review. The data and theoretical interpretations considered have enabled us to obtain a global view of the current state of knowledge on the main focuses of interest: types and frequency of use of emotional self-regulation strategies, the situational conditions in which these are applied, correlates of their use and individual differences as moderators.

Resumen En el presente trabajo, se ofrece una revisión de la literatura científica sobre la autorregulación de las emociones académicas. Se realizó una búsqueda sistematizada de documentos en las bases de datos Scopus y Web of Science. Se seleccionaron 29 artículos y capítulos de libro, que cumplían los criterios de elegibilidad previamente establecidos. Se reunieron datos e interpretaciones teóricas que nos han permitido obtener una visión global del estado del conocimiento en torno a los núcleos de interés prioritarios: tipos y frecuencia de uso de las estrategias de autorregulación emocional, condiciones situacionales en las que se aplican, correlatos de su utilización y diferencias individuales moderadoras.

Abstract The research systematized the development of pedagogical practice in the initial education career, during the first stage of the Covid-19 pandemic. For this purpose, a qualitative study was carried out, aligned to a design for the systematization of experiences method; reflecting on the evolution of the corresponding subject, with the participation of 23 students, each in charge of 20 children and their families (n = 460), with the guidance of the university professor. The results were; application of didactic-pedagogical strategies of the processes in the remote context; use of enhanced digital resources creating contextualized materials for interaction and; the approach to the unavoidable emotional accompaniment in the face of childhood vulnerability. At the end of the study, it is concluded that it is impossible to unlink educational technology from affective aspects, which were well assumed, translating into learning achievement, collective efforts in consensual work of schools, families and universities.

Resumen La investigación sistematizó el desarrollo de la práctica pedagógica en la carrera de educación inicial, durante la primera etapa de la pandemia Covid-19. En ese propósito, se realizó un estudio cualitativo, alineado a un diseño para el método sistematización de experiencias; reflexionándose sobre la evolución de la asignatura correspondiente, con la participación de 23 estudiantes, cada una a cargo de 20 niños y sus familias (n=460), con el acompañamiento de la docente universitaria. Los resultados fueron; aplicación de estrategias didáctico-pedagógicas de los procesos en el contexto remoto; empleo de recursos digitales potenciados creando materiales contextualizados para la interacción y; el abordaje del acompañamiento emocional ineludible frente a la vulnerabilidad de la infancia. Al término del estudio se concluye que, es imposible desvincular la tecnología educacional, de los aspectos afectivos, que bien fueron asumidos traduciendo en logro de aprendizaje, los esfuerzos colectivos en trabajo consensuado de escuelas, familias y universidad.

One of the objectives of some non-governmental organisations (NGOs) is to assist unemployed persons to become employed or self-employed. In Pretoria, Gauteng, one such NGO gives training and support to unemployed persons with the purpose of capacitating them in certain areas of need. This exploratory research was aimed at determining how skilled and highly skilled unemployed persons involved in this NGO's programme view their own ability to become employed or self-employed. The capacity approaches of Sen and Kolbe served as theoretical frameworks for this study. Interpretivism as a research philosophy and a phenomenological approach guided the study. Interpretivism, phenomenology and a qualitative research method were therefore used. Two semi-structured focus group interviews were used to obtain rich data from the participants. Forty-two unemployed persons were involved in the NGO programme at the time, and eleven persons volunteered to participate in the study. Seven persons with a post-school qualification participated in one focus group interview, and four persons with a Grade 12 certificate in the other. The purpose of this division was to attain a wide variety of perspectives in the dynamics of each focus group interview. The trustworthiness of the data was essential; this was achieved by considering credibility, transferability, dependability and confirmability. Qualitative content analysis was used to analyse the data into meaningful themes and categories. Saturation of data was taken into consideration. Verbatim extracts were used to substantiate the themes. The themes yielded by the findings were categorised according to Kolbe's capability approach based on the three faculties of the mind (cognitive, affective and conative), as well as the strategies to develop capacity. The findings can be summarised in three main themes, namely the cognitive, or thoughts (self-image, new thinking, skills); the affective, or emotions (motivation, negative emotions relating to relationships, dealing with depression and despondence); and strategies to develop capacity (recognised prior learning and job shadowing). The conative part of Kolbe's approach did not feature in the findings. Recommendations were drafted by combining the findings of the study and the literature review. This combination resulted in the development of a framework to improve employability and self-employability of the skilled and highly skilled unemployed persons. This framework consisted of the "what" (capacities) that should be developed and the "how", that is, strategies to follow in order to develop the capacities of the skilled and highly skilled unemployed persons. Training in making online job applications, writing a curriculum vitae, computer skills, how to brand and market oneself, how to network, job interviewing and entrepreneurship should be offered. Coaching and mentoring should be made available, especially to persons who want to be self-employed. Financial assistance should be considered as start-up funds for a new business venture. To improve employability and self-employability, the cognitive, affective and conative parts of the person should, therefore, be taken into consideration when developing personal capacity. It is recommended that, in future research, this study be extended to other skilled and highly skilled unemployed persons and to unskilled unemployed persons in South Africa. The constraints on employability and the influence of the Covid-19 pandemic on unemployment in South Africa should also be researched.

Party nieregeringsorganisasies (NRO's) help werklose mense om in diens geneem te word of om vir hul eie sak te werk. Sulke NRO's bied gewoonlik opleiding en ondersteuning aan werklose mense met die doel om hulle vermoë te ontwikkel op terreine waar hulle dit dalk nodig het. Die doel van hierdie verkennende navorsing was om te bepaal hoe geskoolde en hooggeskoolde werklose persone wat by 'n NRO in Pretoria, Gauteng, betrokke is, hulle eie vermoë sien om hulle indiensneembaarheid en selfwerksaamheid te verbeter. Die kapasiteitsbenadering van Sen en van Kolbe is in hierdie studie as teoretiese raamwerke gebruik, soos ook interpretativisme, fenomenologie en 'n kwalitatiewe navorsingsmetode. Twee semigestruktureerde fokusgroeponderhoude is gebruik om inligting van die deelnemers te bekom. Die bevindinge kan in drie hooftemas saamgevat word, naamlik die kognitiewe, of denke (selfbeeld, nuwe denke en vaardighede); die affektiewe, of emosies (motivering, negatiewe emosies ten opsigte van verhoudings); en strategieë om kapasiteit te bou (erkenning van vorige leer en werkskaduwing). Die konatiewe (strewe, gedrag) as deel van Kolbe se teorie is nie in die narratiewe gevind nie. Op grond van die navorsingsbevindinge en die literatuur is 'n raamwerk saamgestel om die "hoe" (watter strategieë) en die "wat" (watter kapasiteit) van kapasiteitsontwikkeling van geskoolde en hooggeskoolde werklose persone uit te lig.

Abstract Neurodidactics grants and promotes strategies aimed at fostering the creative capacity of students, allowing them to understand how the brain works, adapts and organizes itself according to the teaching and learning processes; contemplating social, cognitive, affective aspects that need to forge lasting learning experiences. The present study aimed to specify the neurodidactic strategies used by teachers in the teaching-learning processes of the “Ángel Arteaga Cañarte” Basic Education School in the city of Santa Ana, Manabí province, Ecuador. The applied methodology had a qualitative-quantitative approach, descriptive, exploratory and bibliographic. The research was applied to teachers and students of the basic middle. The results obtained allowed us to identify that teachers use cognitive, sensory, motivational strategies in planning and execution that facilitate the development of learning experiences; however, limitations in its application were detected by a small group of teachers. It is concluded that in teaching-learning it is essential to take as references fundamentals from neurodidactics that favor the application of active and interactive strategies, strengthening the pedagogical practice of teachers and the ability of students to learn, improving training processes.

Resumen La neurodidáctica otorga y promueve estrategias orientadas a fomentar la capacidad creativa de los estudiantes, permitiendo entender, cómo funciona el cerebro, se adapta y organiza en función de los procesos de enseñanza y aprendizaje; contemplando aspectos sociales, cognitivos, afectivos que contribuyen a forjar experiencias de aprendizaje perdurables. El presente estudio tuvo como objetivo precisar las estrategias neurodidácticas que emplean los docentes en los procesos de enseñanza aprendizaje de la escuela de Educación Básica “Ángel Arteaga Cañarte” de la ciudad de Santa Ana, provincia de Manabí, Ecuador. La metodología aplicada tuvo un enfoque cuali-cuantitativo, de tipo descriptiva, exploratoria y bibliográfica. La investigación se aplicó a los docentes y estudiantes de la básica media. Los resultados obtenidos permitieron identificar que los docentes utilizan en la planificación y ejecución curricular estrategias cognitivas, sensoriales, motivacionales que facilitan el desarrollo de las experiencias de aprendizaje; sin embargo, se detectaron limitaciones en su aplicación por parte de un pequeño grupo de docentes. Se concluye que en la enseñanza-aprendizaje es indispensable tomar como referencias fundamentos desde la neurodidáctica que favorezcan la aplicación de estrategias activas e interactivas, fortaleciendo la práctica pedagógica de los docentes y la capacidad de aprender de los estudiantes, mejorando los procesos formativos.