Examinando por Autor "Mendoza Lira, Michelle"
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Ítem BELIEFS OF PRE-SERVICE AND IN-SERVICE TEACHERS ABOUT EDUCATION WITH A GENDER IDENTITY PERSPECTIVE(UNIVERSIDADE FEEVALE, 2023) Mendoza Lira, Michelle; Standen Lillo, Kristen; Pinto Lillo, JavieraThe recognition of and respect for gender diversity has become an important challenge for the educational system. The following research aimed to understand the beliefs of teachers in training and in practice about education with a gender identity perspective. For this purpose, and from a qualitative phenomenological approach, ten semi-structured interviews were conducted: five with teachers in training and five with practicing teachers, all of them with educational experiences with students from the LGBTQ+ community. Four categories emerged from the interviews analyzed through qualitative content analysis: (1) Definition of gender identity; (2) Student profile; (3) Incorporation of gender identity in the classroom; and (4) Training in education with a gender identity perspective. The main findings reveal positive beliefs regarding education with a gender identity approach, associated with the conviction that the collaborative work of the school community is essential for a paradigm shift. However, there is a lack of theoretical and practical resources that meet the educational needs of LGBTQ+ students. It is concluded that there is a need to establish training spaces in this area both for teachers in training and in practice, in order to move towards an egalitarian, fair and inclusive education. © 2023 UNIVERSIDADE FEEVALEÂ. All rights reserved.Ítem Conceptualizations of school dropout and retention from Chilean educational actors’ perspectives(Ozgen Korkmaz, 2023-01) Mendoza Lira, Michelle; Ballesta Acevedo, Emilio; Muñoz Jorquera, Solange; Covarrubias Apablaza, Carmen GloriaIn Chile, despite recognizing the role of schools in retention and dropout, research on the vision of educational actors regarding the conceptualizations attributed to these concepts is scant. Instead, research has focused more on understanding the causes and consequences of the aforementioned phenomena. Using a qualitative approach with a phenomenological scope, this study interviews teachers, school authorities, and support professionals in four schools in Valparaíso, Chile, to understand the meaning and importance they attribute to school retention and dropout. These educational establishments have the particularity of having a high rate of students at risk of dropping out; however, simultaneously, they manage to retain them, according to the indicators designed by the central government. Study shows that school dropout and retention are described as multidimensional phenomena linked to each other, against which schools play an important role. These findings coincide both with what has been described in the literature and what the Chilean Ministry of Education has tried to promote, thereby giving schools more accountability over these educational phenomena and their solution. Therefore, these ways of understanding such concepts could allow laying foundations for systematic action for ensuring successful educational trajectories for young people and adolescents. © 2023, Ozgen Korkmaz. All rights reserved.Ítem Relaciones entre nivel lector y resolución de problemas matemáticos con enunciados verbales(Universidad Andrés Bello, 2019) Hernández Low, Daniela; Orellana Díaz, Sara; Mendoza Lira, Michelle; Facultad de Educación y Ciencias SocialesLa presente investigación tiene como objetivo conocer la relación entre comprensión lectora y el entendimiento del enunciado de un problema matemático en niños de 6° año básico. Con un enfoque cuantitativo, se llevó a cabo un proceso de evaluación para conocer el nivel de comprensión lectora, junto con determinar de qué manera repercuten las habilidades de comprensión lectora en la traducción del enunciado de un problema matemático. De manera general, los principales hallazgos revelan que un desempeño por debajo de lo esperado (según edad cronológica y nivel educativo) en la prueba de comprensión lectora se asocia a bajos resultados en la prueba de conocimiento matemático, obteniendo correlaciones a través de escala Pearson en las siguientes habilidades: Identificación de datos en un problema matemático y la habilidad de comprensión de estructuras y funciones de un texto, reconocer la pregunta de un problema en el área de matemática y la habilidad de comprensión inferencial, redactar la respuesta de un problema y habilidad de reorganizar la información y finalmente, la habilidad de realizar la operatoria de un problema matemático y el manejo del código.Ítem School retention in the Chilean governmental discourse: Documentary analysis after 20 years of the Free and Compulsory Secondary Education Law(Fundacao Cesgranrio, 2023) Mendoza Lira, Michelle; Muñoz Jorquera, Solange; Ballesta Acevedo, Emilio; Covarrubias Apablaza, Carmen GloriaSchool retention has gained relevance in the Chilean governmental discourse, especially since the enactment, almost 20 years ago, of the Free and Compulsory Secondary Education Law, focused on guaranteeing the educational trajectories of the entire population. Considering this, and the fact that dropout figures are still present in the country, it is worth analyzing how school retention is conceptualized according to the Central Government. Consequently, this study seeks to answer the following question: What are the conceptualizations of school retention used in governmental documents? For this purpose, from a qualitative approach, a documentary review of all the files issued since the enactment of the Law was carried out, using the technique of thematic categorical content analysis. Direct and explicit definitions of retention as a systemic and institutional capacity were found, as well as indirect ones, associated with terms such as attendance and successful educational trajectory. The findings reveal the importance of retention in official documents, understood as a complex and multicausal phenomenon that requires concrete actions for its effectiveness. © (2023), (SciELO-Scientific Electronic Library Online). All Rights Reserved.