Ma Jesús Colmenero Ruiz
Biographic Data
| ID | 1614075 |
|---|---|
| NAME | Ma Jesús Colmenero Ruiz |
| GIVEN NAMES | Ma Jesús Colmenero |
| FAMILY NAME | Ruiz |
| SIGNATURE | RUIZ M J C |
| AFFILIATIONS | Universidad de Jaén |
| ORCID | 0000-0003-3559-2512 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Early Childhood Education Teachers: Perceptions about Their Preservice Training
Teacher professional development (TPD) is a process that ensures that teachers acquire the skills necessary to address the complex needs of 21st century children. To this end, over the last decade, the European Higher Education Area (EHEA) has undergone modifications, incorporating active and innovative methodologies in the study plans. Aligned with these principles, this research aims to evaluate the reforms implemented in Spanish universities f…
Adaptación y validación de un cuestionario basado en el Index for inclusion: El profesorado y la inclusión en Santiago de Chile
INTRODUCCIÓN. El presente trabajo muestra el proceso de análisis y adaptación de un Cuestionario sobre Inclusión Educativa aplicado a un grupo de profesores de tres centros escolares de Santiago de Chile. La primera versión del cuestionario se elaboró a partir de la guía de autoevaluación para la Educación Inclusiva Index for Inclusion de Booth y Ainscow (2011), la cual constaba de 37 ítems organizados en 3 dimensiones y 4 subdimensiones, además …
University professors and the inclusion of students with special educational needs in higher education: Proposal and validation of a measurement scale
In this paper, we describe the construction and validation process of a new measurement scale, the APTD questionnaire (Accessibility, Processes, Training, Demand), which consists of four factors related to the evaluation of the accessibility of university campus, the inclusive educational actions and processes carried out by university professors in class, the degree of permanent training in attention to diversity and, finally, the training deman…
Snapshot of inclusion at the university from the perspective of academic staff ( Visión global de la inclusión en la universidad desde la perspectiva del personal académico )
Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We admini…
Immigrant Pupils and Intercultural Teaching Competencies
Over recent years, the existence of foreign pupils in Spain has generated new multicultural spaces in classrooms and an education system, which must provide equality and fairness to all pupils. In Andalusia, the number of foreign pupils registered for the academic year 2015–2016 was 89.893. In this sense, the aim is to know the perceptions of secondary school teachers in Andalusia regarding what additional competencies teachers of immigrant pupil…
Valoración de la práctica orientadora y tutorial en la universidad: Validación de una escala para el alumnado
reciente implantación en los estudios superiores, independientemente de las materias o áreas de las que se trate. Esto ha conllevado una falta de formación específica del profesorado universitario para atender demandas del alumnado. El objetivo de este trabajo fue validar la escala denominada POTAE-17, cuya finalidad es la de medir y valorar la práctica orientadora y tutorial en el alumnado y egresados universitarios. La muestra representativa, s…
ICT and Functional Diversity in the University / IKT i raznolikost funkcionalnih poteškoća na sveučilištu
Given the social need of progress in the use of information and communicationtechnologies (ICT) applied to people with disabilities, the objective of thisinvestigation is to verify the existence of significant differences in knowledgeregarding ICT applied to the functional diversity (F.D.) on students in theEarly Childhood Education Degree programme and Primary Education Degreeprogramme, according to gender, course, title degree and if they have …
Importancia de la tutorización para el éxito del Trabajo de Fin de Grado
El presente trabajo ha pretendido conocer la opinión que tienen los alumnos que cursan el Trabajo Fin de Grado (TFG) en la Universidad de Jaén y en el Centro Universitario SAFA de Úbeda, en el Grado de Educación Infantil, ya que en dicho trabajo se desarrollan competencias necesarias para la consecución del Grado, aunando teoría, práctica e investigación. Para ello se ha diseñado un cuestionario que cumple con la necesaria fiabilidad y validez, e…
Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades gra…
This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data anal…
La voz de los estudiantes de la titulación de Educación Primaria sobre el Trabajo Fin de Grado
El marco normativo español tras la entrada en vigor del Espacio Europeo de Educación Superior, hace necesaria una revisión del planteamiento actual que se está otorgando a la asignatura Trabajo Fin de Grado -TFG-. El objetivo de este trabajo ha sido analizar la voz del alumnado que ha finalizado el Trabajo Fin de Grado en la titulación de Educación Primaria en base a su proceso de enseñanza-aprendizaje, tutorización, evaluación y aplicabilidad de…
Snapshot of inclusion at the university from the perspective of academic staff ( Visión global de la inclusión en la universidad desde la perspectiva del personal académico )
Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We admini…
Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades gra…
This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data anal…
La voz de los estudiantes de la titulación de Educación Primaria sobre el Trabajo Fin de Grado
El marco normativo español tras la entrada en vigor del Espacio Europeo de Educación Superior, hace necesaria una revisión del planteamiento actual que se está otorgando a la asignatura Trabajo Fin de Grado -TFG-. El objetivo de este trabajo ha sido analizar la voz del alumnado que ha finalizado el Trabajo Fin de Grado en la titulación de Educación Primaria en base a su proceso de enseñanza-aprendizaje, tutorización, evaluación y aplicabilidad de…
Valoración de la práctica orientadora y tutorial en la universidad: Validación de una escala para el alumnado
reciente implantación en los estudios superiores, independientemente de las materias o áreas de las que se trate. Esto ha conllevado una falta de formación específica del profesorado universitario para atender demandas del alumnado. El objetivo de este trabajo fue validar la escala denominada POTAE-17, cuya finalidad es la de medir y valorar la práctica orientadora y tutorial en el alumnado y egresados universitarios. La muestra representativa, s…
ICT and Functional Diversity in the University / IKT i raznolikost funkcionalnih poteškoća na sveučilištu
Given the social need of progress in the use of information and communicationtechnologies (ICT) applied to people with disabilities, the objective of thisinvestigation is to verify the existence of significant differences in knowledgeregarding ICT applied to the functional diversity (F.D.) on students in theEarly Childhood Education Degree programme and Primary Education Degreeprogramme, according to gender, course, title degree and if they have …
Importancia de la tutorización para el éxito del Trabajo de Fin de Grado
El presente trabajo ha pretendido conocer la opinión que tienen los alumnos que cursan el Trabajo Fin de Grado (TFG) en la Universidad de Jaén y en el Centro Universitario SAFA de Úbeda, en el Grado de Educación Infantil, ya que en dicho trabajo se desarrollan competencias necesarias para la consecución del Grado, aunando teoría, práctica e investigación. Para ello se ha diseñado un cuestionario que cumple con la necesaria fiabilidad y validez, e…
Snapshot of inclusion at the university from the perspective of academic staff ( Visión global de la inclusión en la universidad desde la perspectiva del personal académico )
Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We admini…
Immigrant Pupils and Intercultural Teaching Competencies
Over recent years, the existence of foreign pupils in Spain has generated new multicultural spaces in classrooms and an education system, which must provide equality and fairness to all pupils. In Andalusia, the number of foreign pupils registered for the academic year 2015–2016 was 89.893. In this sense, the aim is to know the perceptions of secondary school teachers in Andalusia regarding what additional competencies teachers of immigrant pupil…
University professors and the inclusion of students with special educational needs in higher education: Proposal and validation of a measurement scale
In this paper, we describe the construction and validation process of a new measurement scale, the APTD questionnaire (Accessibility, Processes, Training, Demand), which consists of four factors related to the evaluation of the accessibility of university campus, the inclusive educational actions and processes carried out by university professors in class, the degree of permanent training in attention to diversity and, finally, the training deman…
Early Childhood Education Teachers: Perceptions about Their Preservice Training
Teacher professional development (TPD) is a process that ensures that teachers acquire the skills necessary to address the complex needs of 21st century children. To this end, over the last decade, the European Higher Education Area (EHEA) has undergone modifications, incorporating active and innovative methodologies in the study plans. Aligned with these principles, this research aims to evaluate the reforms implemented in Spanish universities f…
Adaptación y validación de un cuestionario basado en el Index for inclusion: El profesorado y la inclusión en Santiago de Chile
INTRODUCCIÓN. El presente trabajo muestra el proceso de análisis y adaptación de un Cuestionario sobre Inclusión Educativa aplicado a un grupo de profesores de tres centros escolares de Santiago de Chile. La primera versión del cuestionario se elaboró a partir de la guía de autoevaluación para la Educación Inclusiva Index for Inclusion de Booth y Ainscow (2011), la cual constaba de 37 ítems organizados en 3 dimensiones y 4 subdimensiones, además …
Psychology (7 works) · Pedagogy (6 works) · Humanities (5 works) · Inclusive Education and Diversity (5 works) · Sociology (5 works) · Art (4 works) · Mathematics education (4 works) · Political science (4 works) · Medical education (3 works) · Medicine (3 works)