RESUMEN En el proceso formativo del estudiante de la carrera Educación Preescolar resulta insuficiente la planificación, ejecución, control y evaluación de la dimensión extensionista de manera que revele la singularidad en su integración con los objetivos formativos del modelo del profesional; por tanto, se propone una estrategia educativa de dimensión extensionista que contribuya a la formación del estudiante de dicha carrera. Con la utilización de los métodos: histórico y lógico, análisis y síntesis, inducción y deducción, sistematización, entrevista y pre experimento se determina la situación del problema y la importancia de la dimensión extensionista con las especificidades de formación profesional pedagógica.

ABSTRACT In the formative process of the student of the Pre-school Education career, the planning, execution, control and evaluation of the extensionist dimension, in a way that reveals the singularity in its integration with the formative objectives of the professional's model, is insufficient; therefore, an educational strategy of extensionist dimension that contributes to the formation of the student of this career is proposed. With the use of the following methods: historical and logical, analysis and synthesis, induction and deduction, systematization, interview and pre-experiment, the situation of the problem and the importance of the extensionist dimension with the specificities of pedagogical professional training are determined.

Resumen En el artículo se examina la relación entre la migración interna de NNA (niños, niñas y adolescentes) y la asistencia escolar en la entidad fronteriza de Baja California, México. Se combina el análisis de los microdatos del Censo de Población 2020 con la realización de entrevistas semiestructuradas a docentes que atendieron a este sector entre 2015 y 2022. Los NNA migrantes internos presentan desventajas en la asistencia escolar y las brechas aumentan si la migración es reciente y si los padres trabajan en la agricultura. Ser indígena es un factor protector de la asistencia escolar para los migrantes no recientes, pero de riesgo para los migrantes recientes; esto último coincide con las percepciones docentes. Estos señalan que existen barreras tanto socioeconómicas como del contexto educativo que limitan la inserción escolar de estos migrantes. El Estado tiene aún pendiente garantizar el derecho pleno a la educación de los migrantes internos.

Abstract The article examines the relationship between internal migration of children and adolescents and school enrollment in the border state of Baja California, Mexico. This research combines the analysis of the 2020 Population Census microdata and semi-structured interviews with teachers who served this sector between 2015 and 2022. Internal migrant children have disadvantages in school enrollment, and the gaps increase if the migration is recent, and if the parents work in agriculture. Being indigenous is a protective factor for school attendance among non-recent migrants, but a risk factor among recent migrants; the latter is consistent with teachers’ perceptions. Teachers point out that there are both socioeconomic and educational context barriers that limit the school integration of these migrants. The State still has to guarantee the full right to education for internal migrants.

RESUMEN La integración de las tecnologías en la sala de clases es una situación problemática, que ha impedido al estudiantado incorporarse a la enseñanza digital. La reciente pandemia por el COVID 19 reveló brechas del capital cultural tecnológico familiar, cuestión relevante, porque la familia, es decir, padres y apoderados, son un factor en la integración de tecnología en la sala de clases de sus hijos en enseñanza básica. El objetivo general de esta investigación fue medir el grado de incidencia de la familia en la integración de tecnologías en las aulas. A través de una metodología cuantitativa, una técnica de encuesta, la aplicación de un cuestionario a padres de estudiantes de octavo año básico y el uso de un modelo de ecuaciones estructurales, se confirmó que, dentro del factor familiar, la disponibilidad de recursos es la variable de mayor incidencia en la integración digital en el aula, con un valor de regresión de 2.002; seguida del capital cultural tecnológico, con un valor de 1.443; y finalmente el uso y competencias tecnológicas, con un peso de 0.614.

ABSTRACT The integration of technologies in the classroom is a problematic situation, which has prevented students from incorporating digital learning. The recent COVID 19 pandemic revealed gaps in the family technological cultural capital, a relevant issue, because the family, i.e. parents and guardians, are a factor in the integration of technology in the classroom of their children in elementary school. The general objective of this doctoral research was to measure the degree of incidence of the family in the integration of technologies in the classroom. Through a quantitative methodology, the survey technique, the application of a questionnaire to parents of eighth grade students and the use of a structural equation model, it was confirmed that, within the family factor, the availability of resources is the variable with the greatest impact on digital integration in the classroom, with a regression value of 2.002; followed by the technological cultural capital, with a value of 1.443; and finally the use and technological skills, with a weight of 0.614.

Resumen: Este estudio examina cómo se aprovechó la Copa Mundial de la FIFA Qatar 2022 como herramienta educativa en las escuelas de la provincia de Buenos Aires, Argentina. Utilizando una metodología exploratoria mixta, se analizó primero la integración del sitio web Golazo. El mundial en la escuela en el currículo escolar, a través de una revisión documental de las actividades publicadas en la plataforma por 97 escuelas primarias. Estas actividades reflejan una transversalidad de materias, con el evento mundialista incorporado en el aprendizaje de ciencias naturales, sociales, matemáticas, entre otras. En la segunda fase del estudio, se emplearon entrevistas semiestructuradas con veinte docentes de Bahía Blanca para captar sus percepciones sobre el impacto del Mundial en la dinámica educativa. Los hallazgos revelan que el Mundial no solo generó un aumento significativo en el interés de los estudiantes, sino que también facilitó un enfoque pedagógico más integrador y motivador. Este enfoque permitió a los docentes utilizar el evento como un pivote para la enseñanza de diversas competencias y valores, lo que destaca la efectividad del fútbol como herramienta educativa transversal.

Resumo: Este estudo examina como a Copa do Mundo de Futebol Catar 2022 foi utilizada como ferramenta educativa nas escolas da província de Buenos Aires, Argentina. Utilizando uma metodologia exploratória mista, analisou-se primeiro a integração do siteGolazo.El mundial en la escuelano currículo escolar, por meio de uma revisão documental das atividades publicadas na plataforma por 97 escolas primárias. Essas atividades refletem uma transversalidade de matérias, com o evento mundialista incorporado no aprendizado de ciências naturais, sociais, matemática, entre outras. Na segunda fase do estudo, foram realizadas entrevistas semiestruturadas com vinte docentes de Bahía Blanca para captar suas percepções sobre o impacto da Copa do Mundo na dinâmica educativa. Os resultados revelam que a Copa do Mundo não apenas gerou um aumento significativo no interesse dos alunos, mas também facilitou uma abordagem pedagógica mais integradora e motivadora. Essa abordagem permitiu que os docentes utilizassem o evento como um pivô para o ensino de diversas competências e valores, destacando a eficácia do futebol como ferramenta educativa transversal.

Abstract: This study examines how the Qatar 2022 FIFA World Cup was utilized as an educational tool in schools across the province of Buenos Aires, Argentina. Using a mixed exploratory methodology, the research first analyzed the integration of the website Golazo. El mundial en la escuela into the school curriculum through a documentary review of activities published on the platform by 97 primary schools. These activities reflect a cross-disciplinary approach, with the World Cup incorporated into the teaching of natural sciences, social studies, mathematics, and other subjects. In the second phase of the study, semi-structured interviews were conducted with twenty teachers from Bahía Blanca to gather their perceptions of the World Cup's impact on educational dynamics. The findings reveal that the World Cup not only significantly increased student engagement but also facilitated a more integrative and motivating pedagogical approach. This approach allowed teachers to use the event as a pivot for teaching various skills and values, highlighting the effectiveness of soccer as a cross-cutting educational tool.

RESUMEN Este estudio pretende analizar la opinión y percepción de los agentes educativos portugueses sobre la integración de la educación socioemocional en las escuelas portuguesas. Para ello, se realizaron entrevistas semiestructuradas a agentes educativos de diferentes niveles educativos, áreas científicas y regiones de Portugal. Aunque las últimas investigaciones indican que la educación socioemocional contribuye al éxito académico, a una mejor preparación para los retos de la vida, a la protección de la salud y a la creación de entornos de aprendizaje positivos, en Portugal, la educación socioemocional sigue desatendida. Según los participantes en el estudio, para integrar la educación socioemocional es necesario cambiar los planes de estudio, universalizar e invertir en el desarrollo de los conocimientos y el nivel socioemocional de los profesores, aumentar el apoyo social en la escuela, cambiar la organización escolar, y transformar el entorno en el que se debaten y deciden las políticas educativas.

ABSTRACT This study aims to analyse the opinion and perception of Portuguese educational agents on the integration of socio-emotional education in Portuguese schools. To this end, semi-structured interviews were carried out with educational agents from different levels of education, scientific areas and regions of Portugal. Although the latest research indicates that socio-emotional education contributes to academic success, better preparation for life's challenges, health protection and the creation of positive learning environments, socio-emotional education continues to be neglected in Portugal. According to the participants in the study, in order to integrate socio-emotional education it is necessary to change curricula, universalise and invest in the development of teachers' knowledge and socio-emotional level, increase social support at school, change the school organisation, and transform the environment in which education policies are discussed and decided.

RESUMO Este estudo tem como objetivo analisar a opinião e perceção dos agentes educativos portugueses sobre a integração da educação socioemocional na escola portuguesa. Para tal, foram realizadas entrevistas semiestruturadas a agentes educativos de diferentes níveis do ensino, áreas científicas e regiões de Portugal. Embora a investigação mais recente indique que a educação socioemocional contribui para o sucesso académico, para uma melhor preparação para os desafios da vida, para a proteção da saúde e para criação de ambientes de aprendizagem positivos, em Portugal, a educação socioemocional continua a ser negligenciada. Segundo os participantes no estudo, para a integração da educação socioemocional é necessário alterar os currículos, universalizar e investir no desenvolvimento do conhecimento e nível socioemocional dos docentes, aumentar o suporte social na escola, alterar a organização escolar e transformar o ambiente de discussão e decisão das políticas de educação.

BACKGROUND: Limited research exists on medical students' coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies OBJECTIVE: To design a support framework to facilitate first-year undergraduate medical students' social learning and integration skills METHODS: This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical students' challenges with social learning and integration factors. These insights were then used to develop the support framework RESULTS: The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under-preparedness, peer support, confidence, self-management, alienation and academic advice CONCLUSION: Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools

ABSTRACT This article addresses the integration of philosophy for children with theater pedagogy in school contexts, highlighting the influence of Matthew Lipman's multidimensional thinking. It explores how these approaches enrich students' critical, creative and caring thinking. The present research adopted a documentary-type methodology with bibliographic design. As conclusions we have that the combination of philosophy for children with theatrical pedagogy proves to be highly beneficial. It is observed that it can promote an integral development in students, preparing them to face contemporary challenges in an ethical and responsible way.

RESUMEN Este artículo aborda la integración de la filosofía para niños y niñas con la pedagogía teatral en contextos escolares, destacando la influencia del pensamiento multidimensional de Matthew Lipman. Se explora cómo estos enfoques enriquecen el pensamiento crítico, creativo y cuidadoso de los estudiantes. La presente investigación adoptó una metodología de tipo documental con diseño bibliográfico. Como conclusiones tenemos que la combinación de la filosofía para niños y niñas con la pedagogía teatral demuestra ser altamente beneficiosa. Se observa que se puede promover un desarrollo integral en los estudiantes, preparándolos para enfrentar los desafíos contemporáneos de manera ética y responsable.

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.

ABSTRACT This research addresses the conception of integrative evaluations in high school teacher training as a way to improve the evaluation process. The objective was defined to conceive alternatives that contribute to the implementation of integrative evaluation with a professional pedagogical approach that would contribute to the fulfillment of the general objective, the skills and the objectives declared in the Graduate Profile in the third and fourth years of the specialties Primary Education English Teacher and Basic Secondary Teacher English Specialty. To this end, a procedure was proposed for the design and implementation of integrative evaluations that are included in the new study plans of both specialties. The results obtained allowed us to update the conception of integrative evaluations for the training of English teachers for the 21st century in teacher training colleges. In addition, it was shown greater coherence between the subject programs and the professional workshops subject to integration. Therefore, three integrative evaluations were proposed to be applied in the third year and one for the fourth year, which require higher levels of performance, besides contributing to the pedagogical professional approach in the training of Primary and Basic Secondary teachers of English.

RESUMEN La presente investigación aborda la concepción de las evaluaciones integradoras en la formación docente de nivel Medio Superior como vía de perfeccionamiento del proceso evaluativo. Se definió como objetivo concebir alternativas que contribuyan a la implementación de la evaluación integradora con un enfoque profesional pedagógico para el cumplimiento de los planes de estudio de las especialidades Maestro de Inglés de Educación Primaria y Profesor de Secundaria Básica Especialidad Inglés. Se plantea un procedimiento para el diseño y la implementación de las evaluaciones integradoras que se incluyen en los nuevos planes de estudio de ambas especialidades. Los resultados obtenidos permiten actualizar la concepción de las evaluaciones integradoras para la formación de maestros y profesores de inglés para el siglo XXI en las escuelas pedagógicas; además se muestra una mayor coherencia entre los programas de las asignaturas y los talleres profesionales objeto de integración, y se proponen tres evaluaciones integradoras a aplicar en tercero y una para el cuarto año las que requieren de niveles de desempeño superior durante su formación como maestros o profesores de inglés.

Abstract: This study focuses on the implementation of real-time 360° video for the initial training of elementary education mathematics teachers through tele-immersion. It examines how this technology influences the perception, interpretation, and decision-making of preservice teachers, referred to as noticing ability. Based on a descriptive qualitative design, the interactions and decisions of 32 future teachers involved in collaborative statistical problem-solving classes were analyzed. The methodology included four phases of collaboration and reflection, supported by a knowledge management and tele-immersion model using 360° cameras. The results indicated that tele-immersion facilitated a deep immersion in real pedagogical contexts, improving perception and decision-making skills at the level of experienced teachers. The immersion, in synergy with the collaboration between practicing teachers and academic trainers, facilitated an effective transition in several key categories, such as: the role, from student to teacher; the space, from university classroom to school classroom; the knowledge, from general to specific in solving and guiding statistical problems; and the activity, from design to implementation. Despite technical challenges, tele-immersion proved to be an invaluable tool for teacher training, promoting a deeper and more effective integration between theory and practice.

Resumen: Este estudio se centra en la implementación de videos 360° en tiempo real para la formación inicial de profesores de matemáticas de educación básica mediante la tele-inmersión. Se analiza cómo esta tecnología influye en la capacidad de noticing de los estudiantes de pedagogía; es decir, su percepción, habilidades interpretativas y toma de decisiones. A partir de un diseño cualitativo descriptivo, se examinaron las interacciones y decisiones de 32 futuros docentes involucrados en clases de resolución colaborativa de problemas estadísticos. La metodología abarcó cuatro fases de colaboración y reflexión, apoyadas en un modelo de gestión del conocimiento y tele-inmersión utilizando cámaras 360°. Los resultados indicaron que la tele-inmersión facilita un involucramiento profundo en contextos pedagógicos reales, lo que mejora la percepción y capacidad de tomar decisiones desde el contacto con el nivel de docentes experimentados. La inmersión, en sinergia con la colaboración entre docentes en ejercicio y formadores académicos, propició una transición efectiva en varias categorías clave como: el rol, desde estudiante a profesor; el espacio, del aula universitaria al escolar; el conocimiento, de uno general a uno específico en la resolución y guía de problemas estadísticos; y la actividad, desde el diseño hasta la implementación. A pesar de los desafíos técnicos, la tele-inmersión demostró ser una herramienta invaluable para la formación docente, al promover una integración más profunda y efectiva entre teoría y práctica.

Abstract: One of the main challenges in teacher education is the integration of the theoretical knowledge, practical skills, and adaptive capacities necessary to handle the complexities of teaching. Research in practice-based teacher education -focusing on ‘pedagogies of practice’ (representation, decomposition, and approximation)- offers a framework for achieving this integration. This approach identifies the practices that every novice teacher should master by the end of their initial training, along with the methodologies to develop them during their education. This special issue, Towards Practice-Based Teacher Education, presents seven empirical studies conducted in Latin America (6) and Europe (1), addressing this training from diverse perspectives and methodologies. The studies focus on phenomena such as modeling by teacher educators, the development of the skill of ‘noticing’, video observation, simulations, tele-immersion, and the university-school relationship. Based on the analysis of these studies, we discuss the need to incorporate feedback, recomposition, and evaluation into the pedagogies of practice.

Resumen: Uno de los principales desafíos en la formación docente es integrar los conocimientos teóricos y prácticos con las capacidades adaptativas necesarias para manejar las complejidades de la enseñanza. La investigación en formación docente basada en la práctica -centrada en las ‘pedagogías de la práctica’ (representación, descomposición y aproximación)- ofrece un marco para lograr esta integración. Este enfoque identifica las prácticas que todo docente novato debe dominar al finalizar su formación inicial, así como las metodologías para desarrollarlas durante su formación. Este número temático Hacia una formación docente basada en la práctica presenta siete estudios empíricos, realizados en Latinoamérica (6) y Europa (1), que abordan este tipo de formación desde diversas perspectivas y metodologías. Los estudios se centran en fenómenos como el modelamiento por parte de los formadores, el desarrollo de la habilidad de noticing, la observación de videos, las simulaciones, la tele-inmersión y la relación entre universidad y escuela. A partir del análisis de estos estudios, se discute la necesidad de incorporar la retroalimentación, la recomposición y la evaluación en las pedagogías de la práctica.

ABSTRACT With the aim of perfecting the improvement process for the development of environmental education in Physical Education teachers, from the classes they teach, a methodology structured in three stages (diagnosis, implementation and assessment) is presented. For the diagnosis, the documentary review, participant observation and interviews with the teachers were taken into account, which made it possible to implement actions for the treatment of the curricular contents with an interdisciplinary approach, once the aspect that affect pedagogical performance were declared from the planning of the methodological work system. The information collected allowed to assess the effectiveness of the methodology, considering the possibilities offered by the discipline for the integration of the environment-sport-health relationship and the level of satisfaction reflected in the students. As a result, teaching work is perfected, students' relationships with the environment in the school environment are improved, and one of the tasks of the FARO Research Project “Active, Reflective, and Optimal Training of Teachers in Schools.” Pedagogical Schools" is fulfilled.

RESUMO Com o objetivo de aperfeiçoar o processo de melhoria para o desenvolvimento da educação ambiental nos professores de Educação Física, a partir das aulas que ministram, é apresentada uma metodologia estruturada em três etapas (diagnóstico, implementação e avaliação). Para o diagnóstico foram levados em consideração a revisão documental, a observação participante e entrevistas com os professores, o que possibilitou implementar ações para o tratamento dos conteúdos curriculares com abordagem interdisciplinar, conforme foram declarados a partir do planejamento do sistema de trabalho . aspectos metodológicos que afectam o desempenho pedagógico. As informações coletadas permitiram avaliar a eficácia da metodologia, considerando as possibilidades oferecidas pela disciplina para a integração da relação meio ambiente-esporte-saúde e o nível de satisfação refletido nos alunos. Como resultado, o trabalho docente é melhorado, as relações dos alunos com o meio ambiente escolar são melhoradas e uma das tarefas do Projeto de Pesquisa FARO é cumprida: “Formação Pedagógica Ativa, Reflexiva e Ótima de Professores nas Escolas”. Escolas".

RESUMEN Con el objetivo de perfeccionar el proceso de superación para el desarrollo de la educación ambiental en los maestros de Educación Física, desde las clases que imparten, se presenta una metodología estructurada en tres etapas (diagnóstico, implementación y valoración). Para el diagnóstico se tuvo en cuenta la revisión documental, la observación participante y las entrevistas a los maestros, lo que posibilitó la implementación de acciones para el tratamiento a los contenidos curriculares con un enfoque interdisciplinar, al quedar declaradas desde la planificación del sistema de trabajo metodológico los aspectos que afectan el desempeño pedagógico. La información recogida permitió valorar la efectividad de la metodología, al considerar las posibilidades que ofrece la disciplina para la integración de la relación medioambiente-deporte-salud y el nivel de satisfacción reflejado en los educandos. Como resultado se perfecciona la labor docente, se mejoran las relaciones de los educandos con el medioambiente en el entorno escolar y se da cumplimiento a una de las tareas del Proyecto de Investigación FARO: “Formación Activa, Reflexiva y Óptima de maestros y profesores en las Escuelas Pedagógicas".

Abstract The aim of this investigation is to report the effects of an intervention designed to develop four strategies for evaluating the source and integration of information from multiple historical texts. For this purpose, a quasi-experimental design with one pre-test and two post-tests was carried out with the participation of two groups of high school students (experimental: N = 28, control: N = 29). The results indicate that the group in the experimental condition showed statistically significant improvements, both in the short term (one day after the intervention) and in the long term (sixty days after the intervention). These findings have allowed us to configure four reader profiles (strategic, semi-strategic, not very strategic and not strategic at all). Therefore us, in this study we provide a detailed description of the performance of strategic readers who are able to select reliable sources and use them to form an opinion. On the other hand, non-strategic readers use sources that are not reliable, and their writings do not show an argued opinion. These findings are intended as an educational guide for those who face the challenge of developing strategies that allow the management and comprehension of multiple reliable sources.

Resumen El objetivo de este artículo es reportar los efectos de una intervención diseñada para desarrollar cuatro estrategias de evaluación de la fuente e integración de la información proveniente de múltiples textos históricos. Se utilizó un diseño cuasi-experimental con un pre y dos postest en el que participaron dos grupos de estudiantes de secundaria (experimental: N = 28, control: N = 29). Los resultados señalan que el grupo en la condición experimental mostró mejorías estadísticamente significativas, tanto a corto plazo (un día después de la intervención) como a largo plazo (sesenta días después de la intervención). Estos hallazgos nos han permitido caracterizar cuatro perfiles lectores (estratégico, semi estratégico, poco estratégico y nada estratégico). Así, en este artículo proporcionamos una descripción detallada de los desempeños de lectores estratégicos que son capaces de seleccionar fuentes confiables y utilizarlas para la construcción de una opinión. Por su parte, los lectores nada estratégicos utilizan fuentes que no son confiables y sus escritos no muestran una opinión argumentada. Estos hallazgos buscan ser una guía orientadora en el ámbito educativo para quienes se enfrentan al reto de desarrollar estrategias que permitan el manejo y comprensión de múltiples fuentes confiables.

Abstract Introduction: Nurses, regardless of specialty, must be qualified and capable of involving families in their clinical practice, promoting the training and empowerment of families in solving their problems, and promoting and maintaining family health. Objective: To compare nurses' attitudes towards the importance of involving families in care according to the area of the master's degree in nursing attended at a Portuguese nursing school. Methods: A quantitative cross-sectional study, descriptive and correlational, applied to 71 nurses attending a master’s degree in nursing. The questionnaire includes the scale Importance of the Family in Nursing Care - Nurses' Attitudes. Results: Nurses who attend the master's degree course in Family Health Nursing have more attitudes towards partnership, coping, and inclusion of family in care and have a lower perception of the family as a burden. Nurses who attend the master’s degree in Person in Critic Situation showed the least positive results towards involving families in nursing care. Conclusion: The nurses from all different master’s degrees who participated in this study revealed a positive attitude toward the importance of including families in nursing care. The unique characteristics of the Master’s in Family Health Nursing seem to improve communication, support, and integration of care towards families, thereby enhancing their practice in comparison to the other master’s in nursing.

Resumo Introdução Os enfermeiros, independentemente da sua área de especialidade, devem estar habilitados e mostrarem-se capazes de envolver as famílias na sua prática clínica de forma a promover e manter a saúde da família. Objetivo Comparar a atitude dos enfermeiros sobre a importância do envolvimento das famílias nos cuidados em função da área de mestrado em enfermagem frequentada numa escola de enfermagem portuguesa. Métodos Estudo transversal quantitativo, descritivo e correlacional, aplicado a 71 enfermeiros que frequentam um mestrado em enfermagem. O instrumento de colheita de dados inclui a escala de Importância da Família nos Cuidados de Enfermagem - Atitudes dos Enfermeiros. Resultados Os enfermeiros que frequentam o mestrado em Enfermagem de Saúde Familiar assumem mais atitudes em relação à parceria, enfrentamento e inclusão da família no cuidado e têm menor perceção da família como um fardo. Os enfermeiros que frequentam o Mestrado em Enfermagem à Pessoa em Situação Crítica apresentaram os resultados menos positivos no envolvimento das famílias nos cuidados de enfermagem. Conclusão Os enfermeiros de todos os mestrados que participaram neste estudo revelaram uma atitude positiva em relação à importância da inclusão da família nos cuidados de enfermagem. A frequência do mestrado em Enfermagem de Saúde Famíliar parecem aumentar a comunicação, o apoio e a integração das famílias nos cuidados, melhorando assim a sua prática em comparação com outros mestrados em enfermagem.

Resumen Introducción Los enfermeros, independientemente de su área de especialidad, deben estar capacitados y ser capaces de involucrar a las familias en su práctica clínica con el fin de promover y mantener la salud familiar. Objetivo Comparar las actitudes de los enfermeros sobre la importancia de implicar a las familias en los cuidados según el área del máster de enfermería cursado en una escuela de enfermería portuguesa. Métodos Estudio cuantitativo transversal, descriptivo y correlacional, aplicado a 71 maestrías en enfermería de una Escuela de Salud portuguesa. El cuestionario contiene la escala Importancia de la Familia en el Cuidado de Enfermería - Actitudes de los Enfermeros. Resultados Los enfermeros que cursan la maestría en Enfermería de Salud Familiar tienen más actitudes frente a la asociación, el enfrentamiento y la inclusión de la familia en el cuidado y tienen una menor percepción de la familia como una carga. Los enfermeros que cursan la Maestría en Enfermería de Situación Crítica mostrarán los resultados menos positivos en cuanto a la participación de las familias en el cuidado de enfermería. Conclusión Los enfermeros de todas las maestrías que participaron en este estudio revelaron una actitud positiva hacia la importancia de incluir a las familias en el cuidado de enfermería. Las características únicas del máster en Enfermería Familiar parecen mejorar la comunicación, el apoyo y la integración de los cuidados hacia las familias, mejorando así su práctica en comparación con los otros másteres.

This paper explores the progression of second-order concepts in seven purposively sampled South African CAPS-compliant history textbooks. History knowledge encompasses both the substantive and procedural knowledge types, with second-order concepts forming an integral component of the latter. Textbook writers and educators use this knowledge in their domains without a predetermined trajectory. These concepts are not mere skills but fundamental notions guiding historical practice. Their meaningful integration into learning materials forms a necessary toolkit for historical inquiry. Drawing from a broader PhD study,1 a Bernsteinian (1990) framework and the 'big six' concepts articulated by Seixas and Peck (2004) are used to analyse the content of seven chapters, one per book, telling the story of the history of South Africa across grades three to nine in the foundation, intermediate, and senior phases of the South African school curriculum. A continuum was populated, articulating the strengths of the second-order concepts ranging from a powerful presence to those weakly incorporated. The findings indicate a sporadic presence of the six concepts-historical significance, continuity and change, cause and consequence, historical perspectives, and the moral dimension across the textbooks. There is a more inclusive focus in the senior grades and less so in lower grades. The concepts also lack continuous and cumulative development. If these 'structural' historical concepts provide the basis for historical thinking, it is unclear how they advance through the grades with increasing levels of complexity. The methodology of history is thus not a universal or one-size-fits-all endeavour but an iterative process inculcating concepts that are nuanced and inherently abstract.