Grupos de investigación - EQUIPO DE MEJORA INTERDISCIPLINAR DE LAS PRÁCTICAS EDUCATIVAS

FORMACIÓN DEL PROFESORADO PRÁCTICAS DE GRADO EN MAGISTERIO DE EDUCACIÓN INFANTIL Y PRIMARIA PRÁCTICAS DE MÁSTER DE FORMACIÓN DE PROFESORADO EDUCACIÓN INCLUSIVA

Publicaciones más relevantes

- Ortega Rodríguez, P. J., y Pericacho Gómez, F. J. (2025). La utilidad didáctica percibida del ChatGPT por parte del alumnado universitario [The educational perceived usefulness of ChatGPT by university students]. Pixel Bit. Revista de Medios y Educación, 72, 159–178. https://doi.org/10.12795/pixelbit.109778 - Paredes Labra, J. A., y Rubia Avi, B. (2024). Comunidades de práctica de docentes que usan tecnología. Análisis de dos casos. Tarbiya, Revista de Investigación e Innovación Educativa, (51), 55–64. https://doi.org/10.15366/tarbiya2024.51.004 - Hernández Fernández, A., y  De Barros Camargo, C. (2024). Desnudando el cerebro: Neuropedagogía y neuroimagen (1.ª ed.). Editorial GEU. https://www.amazon.es/DESNUDANDO-EL-CEREBRO-Neuropedagog%C3%ADa-Neuroimagen/dp/8419646687 - Paredes, J. (2024) Dilemas y propuestas formativas con TIC para la Educación Permanente en Salud. En E Silva, R Barreto, R Oliviera, F Lico (Coords.): Educação permanente em saúde (pp. 86-96) São Paulo: EACH https://www.livrosabertos.abcd.usp.br/portaldelivrosUSP/catalog/book/1516 - Hernández Fernández, A. (coord.). (2024). Materiales neurodidácticos para docentes: Buenas prácticas tecnológicas e inclusivas sostenibles. Octaedro. https://octaedro.com/libro/materiales-neurodidacticos-para-docentes

Proyectos más relevantes

- Fostering Socially Distanced and Inclusive on-Campus Education in Armenian HEIs (eCAMPUS). 2024-2028. ERASMUS-EDU-2024-CBHE-STRAND-3/ERASMUS2027/101177299. Mas info en el enlace a https://sites.google.com/view/ecampus-spain/inicio The eCAMPUS project is aimed at: Enhancing the quality of online teaching, learning and assessment (TLA) in Armenian (AM) HEIs in line with the EU’s “Digital Education Action Plan 2021-2027” priorities and objectives through promoting teaching staff’s digital skills & competencies, and adopting internal QA mechanisms for online TLA. Enabling responsible transition from emergency remote learning to more meaningful, engaging, and sustainable post-COVID campus-based education and high-quality learning experiences resilient to potential future restrictions by providing adequate digital education ecosystem, regulatory framework, novel educational practices and model infrastructures. It will achieve the following objectives: Creation of a Digital Competence Framework of TLA aimed at regulating skills & competencies of teaching staff engaged in digital TLA to align with the global digital education trends. Establishment of a National Certificate Programme in digital TLA aimed at continuous professional development and certification of teaching staff’s pedagogical skills and instructional proficiency in digital TLA equipping them with innovative instructional strategies and techniques. Elaboration of an internal quality assurance system for digital TLA to ensure quality and standards in online education by providing criteria & procedures for continuous self-assessment, enhancement and alignment with EHEA QA standards. Development of benchmark standards for e-learning multimedia platforms and provisions for smart classroom models to promote effective and inclusive learning environments, technology-enabled instructional models and to ensure equitable access to digital learning resources for all. Development of a regulatory framework for part-time studies and provisions for common online course registration and student progression eplatform aimed at supporting a smooth transition of AM HEIs from the correspondence to part-time study mode, and enhancing accessibility of HE. Participants: Universidad Autónoma de Madrid (España), Universidade de Lisboa (Portugal), Universita degli studi di Genova (Italia), Kungliga tekniska hoegskolan (Suecia), Yerevan state university foundation (Armenia), Armenian state pedagogical university (Armenia), Yerevan state medical university (Armenia), Northern university (Armenia), Institute for informatics and automation problems of the national academy of sciences of the republic of Armenia (Armenia), National center for professional education quality assurance foundation (Armenia). Project Coord. Prof. Armen Budaghyan, Project Coordinator, Director of the Quality Assurance Centre (YSU). Spanish Coord. Joaquín Paredes-Labra (UAM). About eCAMPUS - Inclusive Practices in Education – The Emergence of the European Forum of Inclusion Practitioners 2022-1-SE01-KA220-SCH-000087486. - Mejora de la competencia intercultural del alumnado de magisterio a través de un programa educativo focalizado en historia y cultura del pueblo gitano. FPYE_005.22_INN - Jóvenes y móviles en el aula. Discursos y dinámicas de prohibición, promoción e indeterminación (US’MOV) PID2019-108041RB-I00 https://usmov.es/#proyecto - Competencia emocional del alumnado de magisterio: Materiales para la formación Inicial desde el practicum (CEAMFIP) FPYE_004.20_INN