https://hdl.handle.net/20.500.11984/476 Sat, 04 Apr 2026 13:49:06 GMT 2026-04-04T13:49:06Z https://hdl.handle.net/20.500.11984/14062 Teachers´ digital competence in basic vocational education training in the Basque Autonomous Community: the impact of personal and context-related factors Zubizarreta Pagaldai, Ane; Imaz Agirre, Ainara Teachers’ digital competence (TDC) is affected by personal and context-related factors. Although widely examined across educational levels, research on vocational education training (VET) remains scarce. This study aims to analyse the perceived level of TDC among basic VET teachers in the Basque Autonomous Community and to identify the main personal and contextual predictors influencing it. A quantitative study was conducted with 180 basic VET teachers. The results indicate that the perceived level of TDC among basic VET teachers is comparable to that reported in other educational contexts. Furthermore, in two dimensions of TDC the frequency of use of digital technology for teaching and learning processes was the most significant predictor, assessment-related factors and infrastructure showed a negative association with one dimension of TDC. These findings contribute to a better understanding of digital competence in VET and provide evidence to inform educational policy and teacher training programmes. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.11984/14062 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.11984/14054 The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students Imaz Agirre, Ainara; Arias-Hermoso, Roberto; Ipiña, Nagore The present study aims to explore the effect of an experimental intervention based on academic writing instruction and scientific argumentation on the argumentative multilingual writing of secondary school students. Complexity, accuracy, and fluency (CAF) measures were used to evaluate the texts. A quasi-experimental study with a pre-test/post-test design was carried out with a control group (n = 49) and an experimental group (n = 63) of Basque-Spanish bilingual Year 8 students. The students composed scientific argumentative texts before and after a science unit was taught. Participants in the experimental group received instruction on academic writing and the discourse aspects of argumentation. The corpus of 678 texts was processed using MultiAzterTest and CAF measures were retrieved. Repeated measures ANOVAs were used to compare pre-test and post-test results. The control group exhibited a significant decrease in some fluency, syntactic complexity and accuracy measures, while the experimental group showed a significant improvement in some syntactic complexity and accuracy measures. These results suggest that the experimental intervention might have had a positive impact on written CAF measures. This study emphasises the importance of teaching academic language in multilingual contexts. Fri, 31 May 2024 00:00:00 GMT https://hdl.handle.net/20.500.11984/14054 2024-05-31T00:00:00Z https://hdl.handle.net/20.500.11984/14046 Inclusión crítica por la justicia social en la formación inicial del profesorado: sentidos, disputas y propuestas; Critical inclusion for social justice in initial teacher training: Meanings, disputes and proposals Alberdi-Ruiz de Alegría, Amaia; Imaz Agirre, Ainara En la era de la mercantilización de la educación, se disputa el vaciado de significantes relacionados históricamente con la educación para todas las personas, inclusiva y por la justicia social. Por ello, urge analizar las propuestas educativas, los sentidos y los posicionamientos docentes que se promueven en la formación inicial del profesorado. En ese contexto, una universidad vasca ha rediseñado el prácticum del grado en Educación Primaria, basado en comunidades reflexivas de aprendizaje comprometidas con la sociedad. Desde epistemologías de la pedagogía crítica y feminista, en este estudio de caso cualitativo, utilizando cuestionarios abiertos y grupos focales, se reflexiona, junto con las siete docentes participantes en el rediseño, sobre la responsabilidad y el compromiso social docente, la educación por la inclusión y la justicia social, así como sobre las fortalezas y debilidades de la nueva propuesta. Los análisis muestran, por un lado, que las comunidades de aprendizaje son los espacios de resignificación colectiva más valorados; y, por otro, que durante la formación del profesorado se debería prestar especial atención al contenido y al conocimiento pedagógico, a la necesidad de construir agencia colectiva docente y a impulsar pedagogías más dialogantes y complejas que fomente la politización de la profesión.; In the era of the mercantilization of education, a dispute has arisen over the erosion of meanings historically associated with education for all, inclusive education, and social justice. Therefore, it is urgent to analyze the educational proposals, understandings, and teaching positions promoted in initial teacher education. In this context, a Basque university has redesigned the Primary Education degree practicum, grounded in reflective learning communities with a strong social commitment. In this qualitative case study, using epistemologies of critical and feminist pedagogy, we reflect with the seven teachers participating in the redesign on teachers' social responsibility and commitment, education for inclusion and social justice, as well as on the strengths and weaknesses of the new proposal. To do so, open-ended questionnaires and focus groups were conducted. The analyses show, on the one hand, that learning communities are the most valued spaces for collective re-signification; and, on the other hand, that during teacher education, special attention should be paid to content and pedagogical knowledge, to the need to build collective teaching agency, and to promoting more dialogical and complex pedagogies that encourage the politicization of the profession.; Na era da mercantilização da educação, discute-se o esvaziamento de significados historicamente relacionados com a educação para todas as pessoas, inclusiva e pela justiça social. Por isso, é urgente analisar as propostas educativas, os sentidos e os posicionamentos docentes que são promovidos na formação inicial do corpo docente. Nesse contexto, uma universidade basca redesenhou o estágio do curso de Educação Primária, com base em comunidades reflexivas de aprendizagem comprometidas com a sociedade. A partir de epistemologias da pedagogia crítica e feminista, neste estudo de caso qualitativo, utilizando questionários abertos e grupos focais, reflete-se, juntamente com as sete docentes participantes no redesenho, sobre a responsabilidade e o compromisso social docente, a educação pela inclusão e a justiça social, bem como sobre os pontos fortes e fracos da nova proposta. As análises mostram, por um lado, que as comunidades de aprendizagem são os espaços de ressignificação coletiva mais valorizados; e, por outro, que durante a formação dos professores se deve prestar especial atenção ao conteúdo e ao conhecimento pedagógico, à necessidade de construir uma agência coletiva docente e de impulsionar pedagogias mais dialogantes e complexas que promovam a politização da profissão. Tue, 24 Feb 2026 00:00:00 GMT https://hdl.handle.net/20.500.11984/14046 2026-02-24T00:00:00Z https://hdl.handle.net/20.500.11984/14024 Euskera e interculturalidad: el desafío de promover el uso de una lengua minorizada en un contexto multicultural Perez Lizarralde, Karmele; Barquin, Amelia La sociedad vasca lleva varias décadas implicada en la recuperación de la lengua vasca o euskera, lengua minorizada que convive con el castellano en el Estado español y con el francés en el Estado francés. Una de las vías principales para esa recuperación es la enseñanza del euskera en la escuela (Gorter & Cenoz, 2011). En ese proceso de recuperación existen actualmente desafíos de gran envergadura, uno de los cuales es la llegada cada vez más numerosa de personas de otros países, que, en general, no aprenden la lengua minorizada sino la mayoritaria (Barquín & Goikoetxea, 2022). La experiencia de transformación social y educativa que se presenta en este artículo se sitúa concretamente en el País Vasco peninsular, y explica y analiza un proyecto que se está llevando a cabo desde 2021 para impulsar e integrar el euskera y la interculturalidad en las comunidades educativas de 32 municipios, la mayoría pertenecientes a la Mancomunidad de Municipios Vascófonos (UEMA). Explicamos cómo y de dónde surgió la iniciativa, cuáles son los principios y fundamentos teóricos, qué proceso se diseñó, qué herramientas se han creado y se han puesto en marcha para lograr los objetivos, qué aprendizajes se han obtenido durante el proceso y cuáles son las perspectivas para el futuro, puesto que hay municipios que siguen sumándose al proyecto.; Basque society has been involved for several decades in the recovery of the Basque language, or Euskera, a minoritized language that coexists with Spanish in Spain and French in France. One of the main ways of achieving this revival is through the teaching of Euskera in schools (Gorter & Cenoz, 2011). There are currently major challenges in this revival process, one of which is the increasing arrival of people from other countries who, in general, do not learn the minoritized language but the majority language (Barquín & Goikoetxea, 2022). The experience of social and educational transformation presented in this article is specifically located in the Basque Country on the Iberian Peninsula and explains and analyses a project that has been underway since 2021 to promote and integrate Basque and interculturality in the educational communities of 32 municipalities, most of which belong to the Association of Basque-speaking Municipalities (UEMA). We explain how and where the initiative arose, what its principles and theoretical foundations are, what process was designed, what tools have been created and implemented to achieve the objectives, what lessons have been learned during the process, and what the prospects are for the future, given that more municipalities continue to join the project. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.11984/14024 2026-01-01T00:00:00Z