Initial teacher education in Physical Education in Chile is strongly regulated by quality assurance systems, where accreditation constitutes a key indicator of institutional performance. In this context, the aim of this study was to analyze the relationship between the years of accreditation of Physical Education teacher education programs and students' performance in the National Diagnostic Evaluation (END), considering both disciplinary standards and thematic dimensions. A quantitative, cross-sectional, and comparative design was used, based on the analysis of results from 1,085 final-year students who completed the END 2024. The results show a non-linear pattern according to accreditation years, indicating that institutions with five years achieve the highest levels of performance across most standards. In contrast, institutions with six years do not demonstrate consistently higher results, while those with three and four years show lower and more homogeneous performance. In conclusion, the findings suggest that accreditation is not directly associated with improved learning outcomes, highlighting the need to complement these systems with indicators focused on student performance and the effective quality of teacher education.
Mesoamerica has countless plant genetic resources, including Vanilla pompona Schiede, a tropical American wild orchid of high economic value due to its aromatic fruits. Traditional knowledge associated with flowering management among the few producers who cultivate it has been scarcely documented. The objective of this study was to identify traditional management knowledge and environmental factors related to the flowering of V. pompona among producers in communities in Veracruz, Mexico. The research was conducted in Cazuelas (Papantla) and Puntilla Aldama (San Rafael), Veracruz, Mexico, using a qualitative approach based on the thematic life history technique applied to three producers selected through snowball sampling. Interviews conducted between April and July of 2024 and 2025 were recorded in written and audio formats and subsequently transcribed for analysis. Among the management practices identified are controlled water stress, trimming of vine tips, pruning of supports to increase light exposure, the selection of support types, with preference for those with thick, resistant bark, and the use of organic inputs such as ash broth and leaf litter. Producers identify, based on their experience, light intensity, ambient humidity, and temperature ranges (highs between 28-30 degrees C and lows between 8-10 degrees C) as factors associated with flowering induction. The integration of traditional knowledge and empirical observation, in relation to the sensitivity of V. pompona to its environment, is essential for understanding this process, which supports the development of management strategies that contribute to local communities and to the conservation of regional agrobiodiversity.
This article examines the transformations of Aymara dwelling practices in the city of Arica, with special emphasis on the relationship between textile production, social organization, and urban territorial dynamics. From a historical perspective, the transition is described from a traditional Andean way of dwelling, grounded in ecological complementarity, territorial mobility, and community organization, toward forms of urban settlement derived from modernization and migration processes that developed from the mid-twentieth century onward. In this context, the urban insertion of the Aymara population was initially characterized by a marked concentration specific neighborhoods, where cultural practices and social networks could be reproduced. However, conditions of labor precariousness fostered adaptive strategies, among which artisan textile production, carried out mainly by women within the domestic sphere, became particularly significant. The study highlights the role played by non-governmental organizations, particularly the Andean Studies Workshop (TEA), in promoting workshops and associations aimed at strengthening collective organization, cultural identity, and market integration. Nevertheless, the analysis of recent information reveals a decline in these organizational forms and a growing individualization of artisan labor. From a territorial perspective, a shift is also observed from historically concentrated areas toward new urban peripheries associated with social housing policies. This process reflects a reconfiguration of Aymara dwelling practices, in which cultural continuity, economic adaptation, and spatial dispersion coexist.
Written corrective feedback (WCF) has been widely investigated in second language acquisition; however, much of the existing evidence has focused on accuracy outcomes, paying comparatively less attention to the cognitive processes that mediate its effectiveness. This study examines the effects of indirect, direct, and metalinguistic written corrective feedback on the acquisition of the English simple past tense among Spanish-speaking university students, integrating behavioural data with eye-tracking measures. Using a quasi-experimental longitudinal design, 82 B1-level learners completed a pretest, an immediate post-test, and two delayed post-tests. Grammatical accuracy was analyzed through Obligatory Occasion Analysis, while eye-tracking was used to examine attentional allocation during feedback processing. The results indicate that all experimental groups outperformed the control group, with metalinguistic feedback showing more robust and stable effects over time. Eye-tracking data suggest greater sustained attention and lower extraneous cognitive load in this condition. The findings are discussed from cognitive and sociocultural perspectives, as well as in relation to their pedagogical implications for L2 writing instruction.
This study analyzes the psychometric properties of the Questionnaire on Teachers' Attitudes toward ICT in Reading Processes (AD@TIC-LEC), an instrument designed to assess the affective, cognitive, and behavioral dimensions of teachers' attitudes toward the use of digital technologies in reading instruction. The instrument development process followed rigorous procedures, including an extensive theoretical review, international expert judgment, and factorial analyses. The questionnaire was administered to a non-probabilistic sample of 469 early childhood and primary education teachers. Results from the exploratory and confirmatory factor analyses supported a three-dimensional structure composed of 33 items, showing adequate fit indices and high levels of internal consistency through the Omega coefficient. The findings confirm that the questionnaire is a valid and reliable instrument for assessing teachers' attitudes toward ICT in reading contexts, offering a disciplinarily situated and psychometrically robust tool. Implications for educational research, teacher training, and future lines of study on digital literacy and technology-mediated reading practices are discussed.
