INTRODUCTION: Self-employment, in which individuals work for themselves in a small business or microenterprise to earn an income or generate a salary, has been encouraged to facilitate employment opportunities in South Africa. However, participation in self-employment within the community served by professionals such as occupational therapists is limited by many factors, including effective government initiatives, such as implementing the Small Enterprise Development Agency (SEDA) policies. To enable individuals and community participation in this type of work for those with occupational dysfunction, mainly persons with disabilities, professionals such as occupational therapists need to understand the structural, contextual and occupational outcomes related to self-employment. Based on the Framework for Occupational Justice, this study explored the occupation of self-employment in microenterprises in the low-resourced urban community of Alexandra Township. METHOD: A quantitative descriptive non-experimental design study was used to identify informal microenterprises in the community using a transect walk and community mapping. Structured interviews were conducted to complete a questionnaire with key informants (service providers and business owners) who provided perceptions on factors that impacted the occupational outcomes of microenterprises. RESULTS: Structural and contextual factors from the participants' experience resulted in unjust occupational outcomes, which indicates that occupational rights, particularly participation, choice and balance, were negatively affected by the lack of opportunities, such as jobs. Occupational marginalisation and imbalance were reported since many businesses lacked adequate and appropriate space for trade. Some business owners, however, reported just occupational outcomes related to the occupational right for meaningful occupation in providing a service to the community and financial income to support themselves and their families. CONCLUSION: Occupational therapists need to play various active roles in raising the consciousness of unjust occupational outcomes and support for just occupational outcomes that are achieved in engagement in self-employment in informal microenterprises. IMPLICATIONS FOR PRACTICE: Occupational therapists should take note of the factors and occupational outcomes of being self-employed identified in this study and consider the roles they could play in expediting success in this occupation for clients. Occupational therapists could assume: • A collaborative role, such as referring and working with various key role players or sectors in the interest of sourcing and providing opportunities for skills development for those entering self-employment, particularly in entrepreneurial training. This may include working with the government (e.g., Department of Labour and Small Enterprise Development Agency), private sector (e.g., yes4youth), other professions (social workers and industrial psychologists) and organisations for persons with disabilities (e.g., Disabled People South Africa). • A researcher role by conducting further research in this field, e.g., the development of an evidence-based framework on self-employment for occupational therapists. More research is still needed on, e.g., domains such as performance patterns, performance skills and client factors related to self-employment for persons with disabilities. • An educator's role by incorporating and teaching content on self-employment as an occupation when training occupational therapy students. • A clinical role, where they could assist with adaptations to the skills, tasks or environment to facilitate engagement in self-employment. Essential aspects to consider by the occupational therapist together with their clients during the collaborative occupational therapy process include, but are not limited to, o The client's motivation, dedication and whether self-employment is the client's primary choice. o The client's potential to be self-employed and their level of resilience in dealing with factors affecting self-employment in the informal labour sector.

RESUMEN: La trampa académica es una acción que realizan las personas para lograr el éxito de maneras que no son correctas. A menudo se hacen trampas académicas, desde instituciones educativas básicas hasta universidades o estudiantes. Los educadores deben tener moral para reducir las acciones de Trampa Académica que muchas veces se presenta a nivel educativo. La propensión a la culpa y la vergüenza determina el comportamiento poco ético, como por ejemplo si se producirán trampas académicas. Este estudio tiene como objetivo determinar el efecto de la propensión a la culpa y la vergüenza sobre el fraude académico en estudiantes de programas de estudio de formación docente de primaria. El estudio actual evaluó la deshonestidad académica entre estudiantes universitarios en programas de formación docente de escuela primaria. Doscientos ocho participantes informaron sobre su comportamiento de trampa y completaron la Escala de propensión a la culpa y la vergüenza. Los resultados de la prueba de regresión para la influencia de la propensión a la culpa y la vergüenza en el fraude académico obtuvieron un valor de probabilidad de sig. (p) = 0,000 (p<0,05) por lo que se acepta la hipótesis: La propensión a la culpa y la vergüenza influyen significativamente en el fraude académico. El valor R cuadrado = 0, 075 significa que la trampa académica contribuye efectivamente en un 7,5 % a la culpa. Se debe considerar la importancia de la inculcación moral en los candidatos a estudiantes-maestros para prevenir comportamientos poco éticos.

ABSTRACT Academic cheating is an action individuals take to achieve success in ways that are not right. Academic cheating is often done, ranging from basic educational institutions to universities or students. Educators must have morals to reduce the actions of Academic Cheating that often occurs at the education level. Guilt and Shame Proneness determines unethical behavior, such as whether academic cheating will occur. This study aims to determine the effect of Guilt and Shame Proneness on Academic Cheating in students of primary school teacher education study programs. The current study assessed academic dishonesty among college students in primary school teacher education programs. Two hundred and eight participants self-reported cheating behavior and completed the Guilt and Shame Proneness Scale. The regression test results for the influence of Guilt and Shame Proneness on Academic Cheating obtained a probability value of sig. (p) = 0.000 (p<0.05) so that the hypothesis is accepted: Guilt and Shame Proneness significantly influence Academic Cheating. R-square value = 0, 075 means that Academic Cheating effectively contributes 7.5% to guilt. The importance of moral inculcation in student-teacher candidates must be considered to prevent unethical behavior

Teaching family medicine to medical students is primarily intended to aid in their understanding of the distinctive and significant role that the speciality performs within the healthcare system. Improving medical students' comprehension of family medicine may have an impact on their decision to pursue family medicine as a speciality. It is important to use innovative evidence-based teaching and learning strategies and ensure that medical students receive extra learning opportunities in family medicine. This is a short report highlighting the use of audio-visual aids and case studies to enhance the understanding of family medicine principles among undergraduate medical students attending a private university in Ghana. CONTRIBUTION: This short report offers family medicine teachers and educators at the undergraduate level an example of how to apply audio-visual aids and case studies to enhance the understanding of family medicine principles among students. The report contributes to the growth of family medicine as a speciality within the African context

BACKGROUND: Children's food preferences and willingness to try new foods are influenced by the people around them, including families and teachers. The eating behaviours children practise early in life may continue to shape their food attitudes and eating patterns through adulthood. AIM: The purpose of this study was to explore the nutrition knowledge competencies of educators in primary schools. SETTING: This study was conducted in Makhuduthamaga local municipality, Limpopo Province, South Africa. METHODS: This study adopted a quantitative, descriptive and exploratory research design. A simple random sampling technique was used to select 30 primary schools and purposively select 200 educators responsible for Grades 5-7. The data were analysed using the Statistical Package for Social Science (SPSS), version 21. RESULTS: Of the 200 educators, 66.5% were women and 34% were trained at a college and had teaching experience of between 21 and 30 years. Most of the educators knew the importance of carbohydrates, fat, vegetables and fruits. Only a quarter (26%) of educators knew the importance of protein, although 75.5% knew that protein forms part of a balanced diet. The overall knowledge score revealed that 92% of the educators had a poor knowledge score. There was no significant difference among selected socio-demographic characteristics, such as level of education (p = 0.129), training institution (p = 0.534) and nutrition knowledge (p > 0.05). CONCLUSION: The overall nutrition knowledge of educators was poor, with about half of the educators reporting that their training was the main determinant of their nutrition knowledge. Therefore, there is a need for the incorporation of nutrition content into the training curriculum of educators.

BACKGROUND: Children's food preferences and willingness to try new foods are influenced by the people around them, including families and teachers. The eating behaviours children practise early in life may continue to shape their food attitudes and eating patterns through adulthood. AIM: The purpose of this study was to explore the nutrition knowledge competencies of educators in primary schools. SETTING: This study was conducted in Makhuduthamaga local municipality, Limpopo Province, South Africa. METHODS: This study adopted a quantitative, descriptive and exploratory research design. A simple random sampling technique was used to select 30 primary schools and purposively select 200 educators responsible for Grades 5-7. The data were analysed using the Statistical Package for Social Science (SPSS), version 21. RESULTS: Of the 200 educators, 66.5% were women and 34% were trained at a college and had teaching experience of between 21 and 30 years. Most of the educators knew the importance of carbohydrates, fat, vegetables and fruits. Only a quarter (26%) of educators knew the importance of protein, although 75.5% knew that protein forms part of a balanced diet. The overall knowledge score revealed that 92% of the educators had a poor knowledge score. There was no significant difference among selected socio-demographic characteristics, such as level of education (p = 0.129), training institution (p = 0.534) and nutrition knowledge (p > 0.05). CONCLUSION: The overall nutrition knowledge of educators was poor, with about half of the educators reporting that their training was the main determinant of their nutrition knowledge. Therefore, there is a need for the incorporation of nutrition content into the training curriculum of educators.

Resumo: Este estudo, de carácter exploratório e descritivo, foi desenvolvido com recurso ao paradigma interpretativista, seguindo uma abordagem qualitativa, integrando 86 participantes, distribuídos por três grupos distintos: (i) profissionais dos quadros político e técnico-administrativo e pedagógico da Direcção Nacional de Alfabetização e Educação de Adultos (ii) formadores do Instituto de Formação de Professores de Chongoene e (iii) formandos do Instituto de Formação de Professores de Chongoene. O estudo teve como objectivo geral analisar a relevância dos fundamentos pedagógicos do novo modelo de formação de professores do ensino primário e educadores de adultos em implementação em Moçambique. Nessa análise, para sustentar o problema da pesquisa identificado foram explorados os princípios da aprendizagem dialógica tomando como base teórica os estudos de Paulo Freire com a sua dialogicidade e os estudos de Habermas com a sua teoria da Acção Comunicativa. Com o apoio do software de análise de dados qualitativos MAXQDA, procedemos à transcrição das entrevistas semi-estruturadas previamente gravadas em suporte áudio, organizámos o corpus de dados, realizámos uma análise horizontal das entrevistas semi-estruturadas aplicadas a cada grupo constituinte da nossa amostra, visualizámos, e projectámos os resultados. O fraco desempenho dos alunos na leitura, escrita e Matemática; a necessidade da elevação do nível de ingresso dos candidatos, da 10ª para a 12ª classe, a expectativa da racionalização de recursos humanos e a pressão para que Moçambique se equiparasse às exigências dos países da região são algumas das razões que ditaram a adopção do novo modelo de formação de professores do ensino primário e educadores de adultos. Os resultados indicam que o novo modelo de formação de professores e educadores de adultos foi recebido com entusiasmo, apesar de enfermar de algumas lacunas e enfrentar alguns desafios pedagógicos e institucionais.

Abstract: This exploratory and descriptive study was developed using the interpretive paradigm, following a qualitative approach, integrating 86 participants, divided into three distinct groups: (i) professionals from the political and technical-administrative and pedagogical staff of the National Directorate for Literacy and Adult Education (ii) trainers from the Chongoene Teacher Training Institute and (iii) trainees from the Chongoene Teacher Training Institute. The study's general objective was to analyze the relevance of the pedagogical foundations of the new model of training primary school teachers and adult educators being implemented in Mozambique. In this analysis, to support the identified research problem, the principles of dialogic learning were explored, taking Paulo Freire's studies with his dialogicity and Habermas's studies with his Communicative Action theory as a theoretical basis. With the support of the qualitative data analysis software MAXQDA, we transcribed the semi-structured interviews previously recorded on audio support, organized the data corpus, performed a horizontal analysis of the semi-structured interviews applied to each constituent group of our sample, visualized, and projected the results. The poor performance of students in reading, writing and mathematics; the need to increase the entry level of candidates, from 10th to 12th grade, the expectation of rationalizing human resources and the pressure for Mozambique to match the demands of countries in the region are some of the reasons that dictated the adoption of the new model training for primary school teachers and adult educators. The results indicate that the new model for training teachers and adult educators was received with enthusiasm, despite suffering from some gaps and facing some pedagogical and institutional challenges.

RESUMO A excursão de ensino tem sido um recurso utilizado por muitos educadores em vários países do mundo, para visualizar em um contexto lógico e coerente o que se quer ensinar aos estudantes. A pesquisa foi realizada no curso 2018-2019 com o objetivo de avaliar o impacto das excursões de ensino em escolares com insucesso escolar do segundo ciclo do ensino fundamental ¨Pelayo Cuervo¨ do município Jaruco cl. A pesquisa assume a dialética materialista como a metodologia geral da pesquisa e, para sua concepção, foram levados em conta métodos do nível teórico, como o histórico-lógico, o analítico-sintético, o indutivo-dedutivo e a abordagem sistêmica. A análise de documentos tornou possível um estudo aprofundado do programa de notas, das orientações metodológicas, dos livros didáticos, do controle dos registros de avaliação das atividades de ensino, assim como a adoção de posições relacionadas ao assunto sob investigação. Os testes pedagógicos antes e depois das excursões de ensino, a observação e a entrevista aos pais permitiram estabelecer parâmetros comparativos relativos ao desempenho escolar de cada um dos alunos antes e depois das excursões de ensino. As estatísticas descritivas foram utilizadas para a avaliação qualitativa e quantitativa das informações obtidas nos instrumentos aplicados para conhecer o comportamento dos indicadores que são avaliados e chegar a conclusões. Conclui-se que a excursão de ensino é um método de ensino eficaz na organização do processo ensino-aprendizagem que permite relacionar a teoria com a prática e a escola com a vida, contribuindo assim para a motivação, participação no aprendizado e melhoria da qualidade dos resultados acadêmicos dos alunos com insucesso escolar.

ABSTRACT The educational trip has been a resource used by many educators in diverse countries of the world, when visualizing in a logical and coherent context what is wanted to teach to the students. The investigation was carried out in the course 2018-2019 with the objective of valuing the impact of the educational trips in the scholars with insufficient scholar unavailing of second cycle of the primary school "Pelayo Cuervo" of the municipality Jaruco. The investigation assumes the dialectical one materialistic as general methodology of the investigation and it stops its conception they were kept in mind methods of the theoretical level as the historical-logical, the analytic-synthetic, the inductive-deductive and the systemic focus. The analysis of documents, I facilitate a study in depth of the program of the degree, the methodological orientations; the text books, the control of registrations evaluations' of the educational activities, as well as the adoption of relative positions to the topic that is investigated. The pedagogic tests before and after the educational trips, the observation and the interview to the parents allowed before to establish comparative parameters as for the school use of each one of the students and after the educational trips. The descriptive statistic was used, for the qualitative and quantitative valuation of the information is obtained in the instruments applied to know the behavior of the indicators that are evaluated and to arrive to conclusions. Concludes that the educational trip is an effective teaching method in the organization of the teaching-learning process. That allows to relate the theory with the practice and the school with the life, contributing this way to the motivation, participation in the learning and to improve the quality of the academic results in the scholars with insufficient scholar of second cycle of the primary school.

RESUMEN La excursión docente ha sido un recurso empleado por muchos educadores en diversos países del mundo, al visualizar en un contexto lógico y coherente lo que se desea enseñar a los alumnos. La investigación se llevó a cabo en el curso 2018-2019, con el objetivo de valorar el impacto de las excursiones docentes en los escolares con desaprovechamiento escolar de segundo ciclo de la escuela primaria "Pelayo Cuervo" del municipio de Jaruco. La investigación asume la dialéctica materialista como metodología general de la investigación y para su concepción se tuvieron en cuenta métodos del nivel teórico como el histórico-lógico, el analítico-sintético, el inductivo-deductivo y el enfoque sistémico. El análisis de documentos posibilito un estudio en profundidad del programa del grado, las orientaciones metodológicas; los libros de texto, el control de registros evaluativos de las actividades docentes, así como la adopción de posiciones relativas al tema que se investiga. Las pruebas pedagógicas antes y después de las excursiones docentes, la observación y la entrevista a los padres permitieron establecer parámetros comparativos en cuanto al aprovechamiento escolar de cada uno de los alumnos, antes y después de las excursiones docentes. Se empleó la estadística descriptiva para la valoración cualitativa y cuantitativa de las informaciones obtenidas en los instrumentos aplicados, para conocer el comportamiento de los indicadores que se evalúan y arribar a conclusiones. Se concluye que la excursión docente es un método de enseñanza efectivo en la organización del proceso de enseñanza-aprendizaje, que permite relacionar la teoría con la práctica y la escuela con la vida, contribuyendo así a la motivación, participación en el aprendizaje y mejorar la calidad de los resultados académicos de alumnos con desaprovechamiento escolar.

Abstract The closure of educational centers around the world caused by the COVID-19 pandemic has forced us to rethink the role of the school as a physical space, especially with regard to basic education. This article presents a proposal for Distance Basic Education based on an analysis of the circumstances faced by educators due to the pandemic. Is it possible to structure a permanent distance education project for basic education? Would the distance modality allow for greater inclusion and coverage in basic education? Is it feasible to establish a distance modality based on primary and secondary basic education? We found that, despite being a viable and proven option at other educational levels, a distance education modality that provides greater coverage and support to students for primary and secondary basic level has not yet been implemented in Mexico. This text presents a proposal for basic education at distance, which can provide ongoing attention to students who for various reasons do not attend school in person, as well as in crises such as the one provoked by the SARS-CoV-2 pandemic.

Resumen El cierre de los centros educativos en todo el mundo, provocado por la pandemia de COVID-19, ha obligado a replantearnos el papel de la escuela como un espacio físico, principalmente en lo que corresponde a la educación básica; en este sentido, el artículo presenta una propuesta de Educación Básica a Distancia a partir del análisis de las circunstancias que se están presentado en el terreno educativo derivado de dicha pandemia. Se da respuesta a las preguntas: ¿es posible estructurar un proyecto permanente de educación a distancia para la educación básica? ¿la modalidad a distancia permitiría una mayor inclusión y cobertura en la educación básica? y ¿es viable establecer la modalidad a distancia a partir de la educación básica primaria y secundaria? Se encontró que, en México, hasta la fecha no se ha implementado una modalidad de educación a distancia para el nivel básico de primaria y secundaria con el fin de dar mayor cobertura y apoyo a los alumnos, a pesar de ser una opción viable y probada en otros niveles educativos, por lo que en este texto se presenta una propuesta de Educación Básica a Distancia que pueda dar atención permanente a los alumnos que por distintas razones no asisten a la escuela de manera presencial, así como en casos de crisis como ocurre ahora por la pandemia de SAR-CoV-2.

ABSTRACT In the reality of the Angolan schools the interaction between preschooler and the primary teaching is still characterized to be deficit; the articulation is not achieved on the part of the educators and teachers, you grieve he/she makes for punctual and empiric experiences. Keeping before in mind it outlined it is determined as objective of this article, to systematize the theoretical foundations related with the pedagogic articulation in the education preschooler until the first grade. Under the dialectical materialistic general method other scientific methods of the theoretical and empiric level were used inside those that are the bibliographical revision, documental, historical-logical analysis, analysis-synthesis and inductive deductive.

RESUMEN En la realidad de las escuelas angolanas la interacción entre preescolar y la enseñanza primaria todavía se caracteriza por ser deficitaria; la articulación no es lograda por parte de los educadores y maestros, apenas se hace por experiencias puntuales y empíricas. Teniendo en cuenta lo antes planteado se determina como objetivo de este artículo sistematizar los fundamentos teóricos relacionados con la articulación pedagógica en la educación preescolar al primer grado. Bajo el método general materialista dialéctico se utilizaron otros métodos científicos del nivel teórico y empírico dentro de los que se encuentran la revisión bibliográfica, análisis documental, histórico-lógico, análisis-síntesis e inductivo deductivo.

Abstract Background: the aim of the study was to assess the association between breakfast and the level of physical activity and different anthropometric variables in children attending primary school. Methods: we performed a cross-sectional study (n = 248; age, 10.25 ± 1.45 years=). We obtained the items to assess breakfast from the KIDMED questionnaire on the adherence to the Mediterranean diet. We assessed physical activity by means of the Spanish version of the Physical Activity Questionnaire for Children (PAQ-C) and calculated the body mass index with the Quetelet equation. Results: 10.5% of the schoolchildren did not eat breakfast routinely, and children that skipped breakfast were older (p <0.013), taller (p <0.005) and had lower levels of physical activity (p <0.001). We found a significant tendency toward an increased BMI in those that consumed industrial baked goods at breakfast (p <0.058). We found significant proportions of boys and girls that ate this type of food at breakfast (77.6% versus 80.9%). A higher proportion of boys ate breakfast compared to girls (p <0.021). In the female subgroup, girls that had breakfast habitually were significantly younger (p <0.022), of shorter stature (p <0.034) and had a higher level of physical activity (p <0.006). The logistic regression analysis revealed that eating breakfast (p <0.015), consuming dairy at breakfast (p <0.001) and consuming cereal (p <0.005) were associated with a higher level of physical activity. Conclusions: based on these findings, health professionals and educators in the public school system should cooperate with parents to prioritise interventions to promote and maintain healthy breakfast habits in primary school children.

Resumen Fundamentos: el objetivo fue analizar la relación del desayuno con el nivel de actividad física y variables antropométricas en escolares de Educación Primaria. Métodos: estudio transversal (n = 248; 10,25 ± 1,45 años). Los ítems del desayuno fueron extraídos mediante el test de adhesión a la dieta mediterránea KIDMED. La actividad física (AF) se evaluó a través del Physical Activity Questionnaire in Spanish Children (PAQ-C) y para el cálculo del índice de masa corporal (IMC) se empleó el índice de Quetelet. Resultados: el 10,5% de los escolares no desayuna habitualmente, obteniendo estos escolares mayores promedios en edad (p <0,013), talla (p < 0,005) y menor nivel de AF (p <0,001). Se observó una tendencia significativa a una mayor puntuación en el IMC para aquellos que desayunan bollería industrial (p <0,058). Tanto varones como mujeres obtuvieron porcentajes similares en consumir este tipo de alimento (77,6 frente a 80,9%). Los varones obtuvieron una mayor prevalencia en desayunar que las mujeres (p <0,021). En mujeres, aquellas que desayunan habitualmente presentaron significativamente menor edad (p <0,022), talla (p <0,034) y mayor nivel de AF (p <0,006). El análisis de regresión logística reflejó que la ingesta de desayuno (p <0,015), tomar un lácteo (p <0,001) y cereal (p <0,005) se asocia con un nivel mayor de AF. Conclusiones: sobre la base de estos resultados, se pone de manifiesto que los profesionales de la salud pública y educativa en cooperación con los padres deben priorizar las acciones que motiven a los escolares de Educación Primaria a mantener un hábito del desayuno saludable.

Abstract Education in Spain is undergoing a needed revision to adapt the didactic methodologies in the educational system to the needs of a pluricultural, 21st century student body. This pluriculturalism has led educators to rethink how they teach, as they belong to a generation that has not directly experienced the causes and effects of a pluricultural situation, beyond the obvious fact that our country’s territory was shaped by migratory movements from different parts of the world. In other words, Spanish educators need training in the different educational options available for pluricultural contexts, including multicultural and intercultural education. These approaches can equip them to participate in the teaching/learning process using educational lines that are characterised by multi- or interculturalism (according to preferences, although current legislation establishes interculturalism as the model to follow in the classroom). In that sense, primary school music classes can exemplify the principles of intercultural education; the processes of interpreting music —either through improvisation or in a more controlled way— allow students to put communication between cultures into practice. This paper describes some lessons for working on composition at this educational level and reviews the different reasons for using musical composition as a model tool for intercultural music education.

Resumen La educación de la sociedad española actual pasa por una necesaria revisión de la metodología didáctica para que el sistema educativo pueda responder a las necesidades del alumnado del siglo XXI. La pluriculturalidad de éste ha llevado a que el profesorado realice un replanteamiento de sus actos educativos, puesto que pertenece a una generación que no ha vivido en primera persona con las causas y efectos de una situación pluricultural, más allá del hecho obvio de que nuestro territorio nacional se formó sobre las bases de las migraciones de distintos pueblos llegados de distintas partes del mundo. Es decir, que precisan una formación en las distintas opciones educativas comprendidas en los contextos pluriculturales, tales como la Educación Multicultural y la Educación Intercultural, que les capacite para enfrentarse al proceso de enseñanza/aprendizaje recurriendo a las líneas educativas características de la multiculturalidad o de la interculturalidad, según preferencias. Ahora bien, la legislación vigente establece que es la interculturalidad la situación que debe perseguirse en el aula; y, para ello, la clase de Música de Educación Primaria se puede convertir en ese punto educativo intercultural por excelencia, debido a que el proceso interpretativo, improvisado o controlado mediante actividades de composición, posibilita la práctica de la comunicación entre culturas. En estas páginas, se ofrecen unas indicaciones para trabajar la composición en este nivel educativo y una revisión de los diferentes motivos que justifican el uso de la composición musical como herramienta educativa intercultural musical por excelencia.

Resumen Se caracterizaron los tipos de episodios y las estructuras de participación de 9 docentes de Chile de 3º, 5º y 7º de primaria en clases de Ciencias, Historia y Lenguaje en instancias de lectura colectiva. Se utilizó el sistema de análisis propuesto por Sánchez et al (2008), en el cual se analizó la frecuencia de aparición de los episodios de planificación e interpretación/evaluación y la estructura de participación presente en ellos. Los resultados muestran un bajo porcentaje de episodios de planificación con un alto dominio del discurso docente. Asimismo, una mayor frecuencia en episodios de interpretación/evaluación con escasa participación de estudiantes, indistintamente de la asignatura o nivel escolar. Los resultados permiten dilucidar el contexto en que se generan las lecturas colectivas y cómo ello condiciona el rol del sujeto aprendiz como persona lectora en formación.

Abstract The type of events and the participation structures of nine primary school Chilean educators teaching 3 rd , 5th , and 7th grade science, history and Spanish lessons were characterized in collective reading situations. The system used was the one provided by Sánchez et al (2008) where the frequency of planning and interpretation/evaluation episodes and the participation structure were analyzed. The results showed a low percentage of planning episodes with a great domain of the teacher’s discourse. Like wise, a higher rate of interpretation/evaluation, with a lack of students’ involvement, either in the level or in the subject was found. These results allowed to explain the context in which the collective reading is created and how it determines the learner role as a reader in training.

ABSTRACT With the objective of analyzing aspects related to the perception of working conditions and their impact on health in the teachers and professors who work for the Universidad Nacional de Cuyo (UNCuyo) in Mendoza, Argentina, this work analyzes the results of the Primer Censo de Condiciones y Salud Laboral [First Census on Health and Working Conditions]. The census was conducted in late 2013 in two academic units (one at the high school level and the other at the university level), including 193 educators. The exploration set out to characterize the teaching staff and the conditions affecting their health, primarily with respect to psycho-social health. In order to do, so a self-administered questionnaire was applied, the dimensions of which were discussed in sensitivity workshops with educators who helped to formulate the data collection instrument. Among the primary results emerge the physical and emotional burnout of these highly skilled workers, owing to the combined effect of their committed response to the demands of their work and the deterioration (both material and symbolic) of the conditions in which they carry out that work.

RESUMEN Con el objetivo de analizar los aspectos vinculados con la percepción sobre las condiciones de trabajo y su impacto en la salud de los docentes que pertenecen a la Universidad Nacional de Cuyo (UNCuyo), Mendoza, Argentina, este artículo analiza los resultados del Primer Censo de Condiciones y Salud Laboral, realizado a fines del año 2013, en dos unidades académicas (una de enseñanza media y otra de nivel universitario) que abarcó a 193 docentes. El sondeo se dedicó a caracterizar el plantel de trabajadores/as y las condiciones que afectan su salud, principalmente en sus aspectos psicosociales, para lo cual se aplicó un cuestionario autoadministrado, cuyas dimensiones fueron debatidas en talleres de sensibilización con docentes que colaboraron en la preparación del instrumento de recolección. Entre sus principales resultados emerge el desgaste físico y emocional de trabajadores altamente calificados, por el efecto combinado de la respuesta comprometida a las exigencias de su labor con la degradación (material y simbólica) de las condiciones en que la desempeña.

ABSTRACT With the objective of analyzing aspects related to the perception of working conditions and their impact on health in the teachers and professors who work for the Universidad Nacional de Cuyo (UNCuyo) in Mendoza, Argentina, this work analyzes the results of the Primer Censo de Condiciones y Salud Laboral [First Census on Health and Working Conditions]. The census was conducted in late 2013 in two academic units (one at the high school level and the other at the university level), including 193 educators. The exploration set out to characterize the teaching staff and the conditions affecting their health, primarily with respect to psycho-social health. In order to do, so a self-administered questionnaire was applied, the dimensions of which were discussed in sensitivity workshops with educators who helped to formulate the data collection instrument. Among the primary results emerge the physical and emotional burnout of these highly skilled workers, owing to the combined effect of their committed response to the demands of their work and the deterioration (both material and symbolic) of the conditions in which they carry out that work.

RESUMEN Con el objetivo de analizar los aspectos vinculados con la percepción sobre las condiciones de trabajo y su impacto en la salud de los docentes que pertenecen a la Universidad Nacional de Cuyo (UNCuyo), Mendoza, Argentina, este artículo analiza los resultados del Primer Censo de Condiciones y Salud Laboral, realizado a fines del año 2013, en dos unidades académicas (una de enseñanza media y otra de nivel universitario) que abarcó a 193 docentes. El sondeo se dedicó a caracterizar el plantel de trabajadores/as y las condiciones que afectan su salud, principalmente en sus aspectos psicosociales, para lo cual se aplicó un cuestionario autoadministrado, cuyas dimensiones fueron debatidas en talleres de sensibilización con docentes que colaboraron en la preparación del instrumento de recolección. Entre sus principales resultados emerge el desgaste físico y emocional de trabajadores altamente calificados, por el efecto combinado de la respuesta comprometida a las exigencias de su labor con la degradación (material y simbólica) de las condiciones en que la desempeña.

Higher cognitive skills are essential competencies for nurses joining the technologically and increasingly complex health care environment to provide safe and effective nursing care. Educators and clinical facilitators have recognised that newly qualified nurses do not meet the expectations for entry level clinical judgement and are held accountable for finding adequate learning experiences as preparation for such practice demands. An explorative and descriptive qualitative design was followed in this study to reach an understanding of clinical judgement in the clinical nursing environment from the perspective of professional nurses. Eleven professional nurses (n = 11) working at primary health care clinics, public and private hospitals participated voluntarily. Data was collected by means of the "World Café" method, incorporating a combination of techniques such as interviewing, discussions, drawings, narratives and reflection. The focus was on professional nurses' knowledge of the meaning of clinical judgement and factors influencing the development of clinical judgement in the clinical environment. Qualitative thematic content analysis principles were applied during data analysis. The findings were integrated with the relevant literature to culminate in conclusions that should add to the knowledge base of clinical judgement as an essential skill for improving autonomous and accountable nursing care.