Observation is a fundamental skill in early childhood science education; however, educational teams may understand it as a merely perceptual action or associate it primarily with experimentation. This study analyzed changes in the self-reported conceptions and teaching strategies of ten professionals working in early childhood education during an action research–based training experience. The intervention comprised four workshops focused on the teaching of scientific observation. Data were collected through open-ended pre- and posttests and reflective journals and were analyzed using open and axial coding and temporal triangulation. The results show a shift from fragmented conceptions centered on perception and experimentation toward an understanding of observation as an intentional process of seeking, describing, and analyzing information. Participants also identified more specific strategies, including the use of mediating questions, sensory experiences, and exploration of the environment, and more clearly recognized the teacher’s role in guiding observation. It is concluded that the experience promoted a reframing of the participants’ stated conceptions of this skill and broadened their perceived teaching repertoire. The findings support the value of action research as a strategy for situated teacher education, although they do not provide evidence of actual changes in classroom practices or in children’s learning.
Although the literature has demonstrated associations between psychosocial demands, burnout, and well-being, evidence remains scarce regarding the mechanisms through which academic working conditions affect life satisfaction among university faculty. This study investigated the mediating role of burnout in the relationship between psychosocial demands of academic work and life satisfaction among Brazilian university faculty. A sample of 518 higher education professors with a doctoral degree and at least one year of teaching experience completed the Spanish Burnout Inventory – Teacher Version (SBI-Ed), the Psychosocial Stressors at Work Scale, and the Satisfaction With Life Scale (SWLS). Data were analyzed using mediation models with the DWLS estimator. Burnout mediated the effects of role overload, lower social support, work–family conflict, and pressure associated with the degree of responsibility on life satisfaction. Additionally, burnout was positively associated with psychosocial demands and negatively associated with life satisfaction. The direct effects of the demands on life satisfaction were not significant, whereas work–family conflict showed a significant total effect. These findings indicate that the impact of psychosocial demands on global well-being occurs predominantly through occupational exhaustion. The results suggest that organizational interventions aimed at managing workload, strengthening social support, and promoting work–life balance may contribute to the promotion of faculty health and well-being.
Este artículo tiene como objetivo explicar una experiencia de buena práctica en la Formación Inicial del Profesorado (FIP), en la asignatura de Educación Física Escolar, que se imparte en el grado de Maestro en Educación Primaria. Se trata de una asignatura obligatoria, que debe cursar todo el alumnado en formación. La experiencia se lleva a cabo en una facultad de educación en una ciudad española de pequeño tamaño. La buena práctica consiste en un taller de retos y juegos cooperativos como primera sesión práctica de la asignatura. Los objetivos de este primer taller son: (a) facilitar el conocimiento mutuo entre el profesorado y el alumnado; (b) favorecer las relaciones interpersonales entre el alumnado y la cohesión grupal; (c) establecer las normas básicas de la asignatura; (d) generar un clima de aula positivo. Los resultados han sido positivos y han permitido avanzar en los objetivos establecidos, por lo que seguiremos implementándolo en los siguientes cursos. Se trata de una buena práctica perfectamente aplicable en la asignatura de educación física en cualquier etapa educativa, aunque también puede realizarse una transferencia sencilla a otras materias que utilicen habitualmente metodologías activas.
A ação de extensão curricularizável (AEC) Raízes que brincam foi desenvolvida no Quilombo do Cedro, articulando pedagogia do jogo, ecopsicologia e educação antirracista. Trata-se de uma pesquisa qualitativa de caráter exploratório, fundamentada em observação participante, diários de campo e rodas de conversa com crianças e estudantes de licenciatura. A intervenção envolveu 35 crianças quilombolas, 30 estudantes de uma universidade federal brasileira e membros adultos da comunidade. As atividades incluíram jogos guiados e dirigidos, dança moçambicana A Matwe T'we em língua Changana, mandalas naturais com materiais do Cerrado, caminhadas meditativas e rituais coletivos. Os resultados sugerem indícios de fortalecimento do pertencimento identitário, ampliação da sensibilidade ecológica e desenvolvimento de competências interculturais. Esses achados, contudo, estão condicionados ao caráter situado da experiência e à ausência de acompanhamento longitudinal. O estudo contribui ao evidenciar condições de possibilidade para práticas educativas que integrem ludicidade, ancestralidade e território em contextos comunitários, com potencial de inspirar adaptações em outros contextos educacionais comprometidos com a superação do racismo estrutural.
