Curriculum Proposal Research Articles

TEACHER TRAINING FROM A DECOLONIAL PERSPECTIVE: PEDAGOGY CURRICULAR PROPOSALS AT ABYA YALA

Teacher training is a complex and challenging topic. Decolonial curricula become the object of research as a form of epistemological and cultural resistance in colonized societies that reproduce principles and values ​​that are foreign to community life and the culture of indigenous peoples. With the aim of presenting, describing and reflecting on experiences of teacher training curricula in Pedagogy courses, the text organizes and systematizes, based on documents and data available on websites, curricular proposals produced in Abya Yala. We conclude that there are possibilities for building decolonial curricula for teacher training.

Health and Healthy Lifestyle Habits in Primary Education: An Analysis of Spanish Autonomous Curricular Decrees Under the Current Education Law (LOMLOE)

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration of health and healthy lifestyle habits in Spanish autonomous curricular decrees using a qualitative documentary analysis and a comparative approach with a statistical/descriptive basis. The corpus includes the 17 autonomous curricular decrees derived from the Organic Law 3/2020 (LOMLOE). The data, derived from the 17 autonomous curricular decrees, were examined using lexical and grammatical analyses, then processed with Atlas.ti 23 software. The results reveal that the dimensions and categories related to health and healthy lifestyle habits focus mainly on physical aspects. In common areas or fields, physical education and knowledge of the natural, social and cultural environment are the most relevant areas for integrating health and healthy lifestyle habits into the framework in this study. However, the current curriculum proposal lacks continuity between curricular elements. In summary, this study represents a step forward in the recognition of the extent to which health and healthy lifestyle habits are established in the curriculum.

Prácticas profesionalizantes: conocer y saber psicopedagógico

We understand that the constitution process Psychopedagogy occurs from a constant dialogic relationship between theoretical conceptions and professional interventions, from which a two-dimensional disciplinary field is formed in the sense that it is simultaneously constituted as an explanatory field of the problems it addresses and practical field of intervention. We understand that the training of future psychopedagogues requires the acquisition of knowledge, skills, attitudes, and dispositions, which make up the psychopedagogical knowledge, which enables professional intervention.This document presents the training proposal from two chairs of the Bachelor's Degree in Psychopedagogy at the Catholic University of Córdoba, articulated to a University Social Responsibility program. To this end, the document has three sections. The first one explains disciplinary issues and epistemological aspects that support the curricular proposals of the chairs. In a second section, an account is given of what is understood as professionalizing practice in the training of psychopedagogues. In the last one, the curricular proposal offered is presented.

Prevalencia y factores asociados con los comportamientos sedentarios y la actividad física en escolares de básica primaria

The school and its curricular proposals promote prolonged sedentary behavior, fostering a sedentary behavioral culture that is reinforced extracurricularly, possibly affecting the health of schoolchildren. However, the Physical Education class, and particularly the promotion of school physical activity within it, is one of the most important strategies to mitigate the harmful effects of sedentary behaviors in children. Therefore, the main objective was to establish the prevalence and factors associated with sedentary behaviors in elementary school students. The results reveal that in the school transportation domain, there is an average prevalence of 114 minutes per week of sedentary behavior. In the school environment, walking is common, but sitting time has a weekly average of 1680 ± 102 minutes. Meanwhile, in the home domain, women show higher participation in physical activity. This study highlights the need for school interventions to promote active and healthy habits in childhood.

Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America

ABSTRACT The aim of the present article is to analyse the presence and curricular progress of the learning objectives associated with the different dimensions of Media Competence (MC), encompassing the stages of early to secondary education, in the study plans from 18 Latin American Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela. Through a content analysis of 161 curricular texts, 85 learning objectives were identified associated with eight dimensions of MC. Among the notable findings, there is a trend towards the inclusion of certain dimensions of MC, such as the processes of comprehension and use and adaptation of technology, while other dimensions such as interculturality, received less attention. Also, the curricular proposal from Uruguay is noteworthy, as it distinguishes itself for having the most objectives, being the only country in the region that explicitly integrated Media and Information Literacy. Likewise, a platform is provided that allows policy writers, educators, researchers, and other key actors to access current information on the presence of MC in the curricula of each country analysed.

Embedding Building Information Modelling in the Construction Area: A Case within an Undergraduate Civil Engineering Program

Undergraduate programs face the challenge of staying up-to-date by responding to globalization, internationalization, and regionalization processes. Civil engineering programs should meet the requirements of the Architecture, Engineering, Construction, and Operation (AECO) industry. Building Information Modelling (BIM) is a methodology that involves shared digital representations of built assets to facilitate design, construction, and operation processes within the construction knowledge field. The present research describes a methodology with six mechanisms to develop and consolidate BIM-related competencies within the construction area from an undergraduate civil engineering program. It also explores students’ perceptions about the subjects within this area and their relationship with the training and reinforcement of the competencies. The study follows a descriptive scope with an action research design. The principal result is the methodology, which has six mechanisms: (1) BIM implementation into topics and syllabi; (2) use of collaborative platforms; (3) professor training programs; (4) establishment of student organizations; (5) development of a BIM application project; and (6) area and subject meetings. The validation process, which included professors, enrollment, employability and research rates, and the curricular proposal and students’ perceptions, revealed that the mechanisms could effectively support the development and reinforcement of BIM-related competencies.

Teaching competencies for interprofessional training in higher education in health: a protocol for a scoping review

Objective: To describe a scoping review protocol to identify and map teaching competencies for interprofessional education in Higher Education in Health. Introduction: The current challenges in training healthcare providers with the skills and abilities to act in the complex daily life that involves care entail the broad understanding of health as a process of collective construction, which will presuppose the training of critical-reflective healthcare providers. For this, it is essential that the facilitators of this process are clear about their role and have access to tools that can enable such training. Inclusion criteria: Papers published up to 2023 with the following themes in their titles and abstracts will be included: Teaching in Higher Education in Health, Higher Education in Health, and Competences for Interprofessional Education in Health. Methods: The protocol of this review follows the methodology proposed by the Joanna Briggs Institute (JBI) Manual and the PRISMA guidelines for constructing the protocols and registering scoping reviews. Two independent reviewers will select the articles by their title and abstract based on the blinding provided by the tool. Inconsistencies will be discussed regarding eligibility criteria. The selected articles will then be read in full and the data will be described according to the flowchart and summary guided by the PRISMA-ScR methodology. Conclusion: This scoping protocol will base the mapping for evidence to understand the competences needed to teach and develop pedagogical practices in curricular proposals based on interprofessional education.

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy.

Curricular proposal to address diversity in mathematics class: A design on sequences and patterns

There is international emphasis on the right that all individuals should have to comprehensive education with learning opportunities tailored to their educational needs, and Colombia is no exception. Thus, the work reported here aims to (a) propose a curricular structure that allows addressing diversity in mathematics class, enabling flexibility and adaptation according to students’ particularities and (b) construct didactic designs of mathematics adjusted to a flexible and adaptable curricular structure, addressing diversity in the mathematics classroom in Colombia. This article partially addresses these objectives by exploring the question: What conceptual elements need to be considered to construct didactic designs of mathematics that address diversity in the classroom? Consequently, the study presents elements of a curricular proposal based on universal design for learning (UDL) to address diversity in mathematics classes. This is exemplified through a didactic design created for the study of sequences and patterns, promoting, in basic and middle education, the development of algebraic thinking through activities involving generalization and the study of patterns.

Evaluation of the Socio-Emotional Competences of the Prioritized Curriculum in the Exit Profile of the Ecuadorian Bachelor: From Curriculum to Practice

Educational programs are increasingly inclined to promote values that favor the integral development of students, for which various formulas are implemented that seek from the methodological point of view to adjust to social, educational and curricular demands. The new curricular proposal with an emphasis on competencies focuses on the development of students' abilities so that they are competent in their lives. It is proposed as an objective to evaluate if the student has obtained the socio-emotional competences according to the prioritized curriculum of the Ecuadorian high school. A documentary and field research is carried out, with the application of an instrument designed for the collection of data in the study population made up of students of the first semester of the Bachelor's Degree in Education Sciences, at the Faculty of Sciences of Education from Milagro State University. As a result, it was shown that the students were able to develop the skills provided for in the prioritized curriculum and are able to show them in their continuity of studies, both in their student life and in social and family life.

The Processes of Insertion and Sociability of Haitian Migrant Children in Early Childhood Education

The number of children, both accompanied and unaccompanied, currently crossing international borders in search of humanitarian refuge, has increased significantly in the last few decades of the Twenty-first Century. In Brazil, the presence of Haitian migrant children cannot be ignored, as, in addition to the lack of public policies, they are also victims of racism and xenophobia. Schools face a massive impact of migration, which alters their social structure. Often, the school community is not adequately prepared to cater for these children, as is the case with some schools in the Brazilian municipality of Balneário Camboriú. This research, which is linked to the Postgraduate Program in Education at the University of Vale do Itajaí, initially aims to investigate how Haitian migrant children interact with each other, and with Brazilian children, in two early childhood education schools in Balneário Camboriú. It also intends to investigate, based on the presence of Haitian migrant children, the processes of subjection or transgression of expressions of whiteness as a practice of power and representation of white identity, and to analyze the Municipality’s Curricular Proposal regarding Ethnic-Racial Education. The study is based on the Sociology of Childhood, Racial Studies, and Migration. The research is qualitative and is based on a literature review in two databases. The studies analyzed indicate that one reason for the lack of interest and knowledge about ethnic-racial diversity issues in schools is the existing gap in this theme in both initial and continuing teacher education.

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

To improve the quality of education, educators must be provided with updated curricular proposals, resources, and tools to optimize and develop their digital competencies regularly. This systematic literature review aims to investigate the association between frameworks, training, and diagnostic strategies used from 2017 to October 2022 to enhance the digital proficiency of secondary school educators. The PRISMA methodology guidelines were followed. From 589 documents in Scopus and after the identification, screening, eligibility and inclusion phases, an in-depth sample analysis (n=29) was performed with ATLAS.ti. The study identified DigCompEdu, DigComp and the INTEF framework as the primary sources of reference for creating of face-to-face and online training programs. Ad hoc diagnostic research and the application of established tools were predominantly led by Spain and Portugal. Three aspects stand out: a growing trend to develop digital competencies comprehensively and not only at the instrumental level; however, it is recognized that some proposals focus on the identification and improvement of specific sub-competencies. Secondly, there is a need to create permanent communication channels to update and improve the different dimensions of the digital competence of teachers through contributions, questions and experiences shared in virtual communities, not only during training. Lastly, there is the possibility of creating digital certification systems for new levels of competence with alternatives such as micro-credentials.

Anatomia radiológica do tórax na graduação médica: o que o médico generalista precisa saber

Rationale: in medical education, the traditionally employed methodology in Human Anatomy classes is the dissection of cadavers, a method fraught with logistical, ethical, and financial limitations. In this context, the use of imaging exams not only contributes to the teaching of human anatomy, which is fundamental knowledge for professionals, but also facilitates an understanding of radiology, which is subsequently addressed in medical school. Furthermore, imaging exams represent one of the primary applications of anatomy in medical practice. Objectives: The present study aims to develop a proposal for an Essential Curriculum in Radiological Anatomy of the chest, outlining the fundamental structures to be identified in imaging exams by general practitioner and supporting the teaching of anatomy in medical education. Methods: A questionnaire was sent to medical professors and/or preceptors at the PUCPR medical school, where they were asked to assess the relevance of thoracic anatomical structures in the context of radiology on a 4-point Likert scale. The questionnaire was structured into four sections based on the most used imaging exams. The responses were entered into an Excel® spreadsheet and statistically analyzed for consensus using the Loe Index. Structures with high and moderate consensus among experts were included in the Core Curriculum. Results: The study included 26 medical professors and preceptors from PUCPR's medical school, representing 15 different medical specialties. The proposed Core Curriculum comprises 43 out of the initially listed 94 structures. Conclusion: In line with the stated objective, the result of this study is the development of a Core Curriculum in Radiological Anatomy of the Chest, consisting of 43 relevant structures to assist professionals in the evaluation of X-ray and computed tomography exams.

Digital technology in national curricula: a dialogue among Iberoamerican countries.

In today's world, digital technologies have become pervasive, impacting every aspect of our lives. Even in subjects such as Health and Physical Education (HPE), which traditionally emphasizes experiential, active, and corporeal learning, there is a growing interest in the role and influence of new technologies. These technologies not only have the potential to transform human movement and health cultures, but they also offer valuable tools to facilitate teachers' work and enhance student learning. Considering the context of the Research Network on Interactive Digital Didactic Materials, which includes researchers from Iberoamerican countries, this research examines how media and digital technologies are considered in the official Physical Education and curriculum documents from Brazil, Uruguay, Chile, Colombia, and Spain. The research comprises a content analysis of official National Curricular Proposals of the selected countries. Considering the specificities of each country to publish their curricula policies, we selected eight different documents from five countries (Brazil, Uruguay, Spain, Colombia, and Chile). We looked for indicators expressed by terms such as "media," "digital culture," and "technology" in the documents, all of them related to Physical Education. The findings show arguments and proposals for using technology in Physical Education in all documents. However, the curricula trigger this theme in different forms, as an autonomous or transversal character integrated into subjects such as HPE. This fact may be highlighted by the goals of learning areas, which sometimes trigger teaching themes through technology. Under the Media-Education theory lens, we argue that there is no standard for educational investment in curricula in media and technology. Some documents point to the technology use dimension, while others point to the critical or productive dimension that technology makes possible. The literature highlights the need for an organic approach between these dimensions, and educators and policymakers are asked to rethink their curriculum proposals.

Educational and curricular model in the intercultural universities of Mexico: the case of the Degree in Language and Culture

The intercultural university model in Mexico was born as a political response that guaranteed access to higher education for young people who live in predominantly indigenous areas, under the tutelage of a curricular, linguistic and culturally relevant model, removed from Western and hegemonic conceptions. of the urban university. The premise of relevance within intercultural universities is currently widely debated. In this sense, this document aims to analyze how the intercultural educational model and the curricular proposal contribute (or not) to the construction of indigenous student identities and development. of intercultural competencies of students who do not classify themselves as indigenous but who attend these higher education schools, for which the degree in language and culture is taken as a reference.

Problem solving in mathematics education: tracing its foundations and current research-practice trends

In tracing recent research trends and directions in mathematical problem-solving, it is argued that advances in mathematics practices occur and take place around two intertwined activities, mathematics problem formulation and ways to approach and solve those problems. In this context, a problematizing principle emerges as central activity to organize mathematics curriculum proposals and ways to structure problem-solving learning environments. Subjects’ use of concrete, abstract, symbolic, or digital tools not only influences the ways to pose and pursue mathematical problems; but also shapes the type of representation, exploration, and reasoning they engage to work and solve problems. Problem-solving foundations that privilege learners’ development of habits of mathematical practices that involve an inquiry method to formulate conjectures, to look for different ways to represent and approach problems, and to support and communicate results shed light on directions of current research trends and the relevance of rethinking curriculum proposals and extending problem-solving environments in terms of teachers/students’ consistent use of digital tools and online developments.

The Future of Diversity, Equity, and Inclusion in Embattled Environments: The Challenge to Educators and Providers Serving a Growingly More Diverse Geriatric Population and How to Overcome that Challenge

Diversity, Equity, and Inclusion (DEI) is the organizational approach to ensure fair treatment and welcomed participation of all groups. We can trace the roots of DEI back to the 1906’s civil rights movement and the African American struggle. As the movement evolved, it encompassed other groups vulnerable to discrimination. These groups include people of different ages, races, religions, ethnicities, different physical abilities, neurodiversity, socioeconomic means, genders, and sexual orientations.DEI is an important aspect of our healthcare institutions in the way of recruitment, admission, hiring, promotions, and practices. DEI is now under fire in several states. This has implications for the quality of training, effectiveness, and delivery of healthcare to all diverse populations. Our geriatric populations have grown more diverse by way of an aging immigrant population entering the healthcare system, as well as our own native-born needing more access to healthcare as they've aged. With these populations in mind, the need to continue creating and nurturing a diverse provider culture that is attuned to the complex needs of this growingly more diverse aging population is imperative.At the time of this writing, there have been 30 bills that seek to eliminate DEI from public institutions. Texas has passed Senate Bill 17 which bans diversity programs in public universities. The state of Florida teetered on effectively banning AP Psychology courses as part of the governor's “Stop W.O.K.E Act.” This is an effort to stop teachings about sexual and gender identity topics. Florida has also been in the news for school history curriculum proposals that would teach how some blacks benefitted from slavery. Just as states are eliminating once-protected aspects of reproductive rights and generating talk of reproductive bans on a Federal level, DEI is following this course. This country may methodically eliminate DEI at its peril. We must examine the effects this might have on our academic and clinical practices and our endeavor to deliver thoughtful inclusive health care to our aging population.

Curriculum policies for brazilian high school education: the discursive production of the state education network of Mato Grosso do Sul (2012)

The analyses presented aim to problematize the discursive nuances (both political and curricular) of the identity constructed for high school education in the state of Mato Grosso do Sul. To this end, we examine the 2012 High School Curricular Reference Document (MATO GROSSO DO SUL, 2012) in its primary condition, that is, as an “official” text and, therefore, bearer of authorized language, product, process, and producer of interested power relations. Official discourses have the capacity not only to influence but also to regulate fundamental aspects of education, such as the production and distribution of legitimate pedagogical texts, the social relationships underlying the transmission and acquisition of knowledge, and the organization of educational contexts. In summary, given the complexity that the curriculum presents to the educational field, the analysis of official discourses becomes more than necessary; it becomes urgent. Contrary to what was initially hypothesized, the curricular proposal for the network was made, in the midst of a reform movement, as one of the “innovative” educational actions operationalized by the state agent. The organization of the document, which is part of the efforts to inaugurate and reformulate the curriculum, reaches different levels of power (from national to local) and is guided by principles from the economic field, especially those of a neoliberal matrix, which in the educational field assume specific contours, translated in the incorporation of Competence Theories.

Proposal of a standardized training curriculum for open and robot-assisted kidney transplantation.

Standardized training programs for open (OKT) and robot-assisted kidney transplantation (RAKT) remain unmet clinical needs. To fill this gap, we designed a modified Delphi Consensus aiming to propose the first structured surgical curricula for both OKT and RAKT, involving a multispecialty international panel of experts. Two web-based surveys were built drafting two separate series of statements (for OKT and RAKT, respectively). The two surveys were delivered to a panel of 63 experts (for OKT) and 21 experts (for RAKT), selected considering their experience, academic profile and involvement in international associations. Consensus was defined as ≥75% agreement between the responders. Overall, 25/63 (40%) and 14/21 (67%) participated in the first round of the Delphi Consensus for the development of the structured curriculum for OKT and RAKT, respectively. During the second round, the experts reached consensus on all statements, as well as on the domains composing the structure of the training pathway: 1) eligibility criteria for trainees and host centres; 2) theoretical training; 3) simulation; 4) real case observation; and 5) modular training in the operating theatre. To the best of our knowledge, this is the first proposal of a dedicated curriculum for OKT and RAKT grounded on insights from international experts of different specialties. Our proposed curriculum provides the foundation to standardize the education and training in KT across Europe and beyond.

The significance of sustainability in higher education: a view to the curricular proposal at a Colombian University

PurposeThis paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.Design/methodology/approachQualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.FindingsIt was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.Research limitations/implicationsMany people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.Practical implicationsThe paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.Social implicationsThis study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.Originality/valueThis idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.