Grupos Investigadores

Miembros del Grupo

Tapia Montesinos
Luis Fernando
Roldán Díaz de la Tejera

Líneas de Investigación

  • Mejora de los procesos de enseñanza-aprendizaje
  • Liderazgo y autonomía en los centros educativos
  • Formación basada en evidencia de directivos, profesores y alumnos

Palabras Clave

  • Variables de contexto
  • Prek-12
  • Pre-service teachers
  • Políticas educativas
  • Liderazgo transformador
  • Liderazgo pedagógico
  • Interacciones de aula
  • Innovación educativa
  • In-service teachers
  • Evaluaciones externas internacionales
  • Coaching educativo

Publicaciones Científicas desde 2018

  • Autores: Naval, Concepción; Villacís Nieto, Jorge Luis (Autor de correspondencia); Ibarrola García, Sara
    ISSN 2227-7102 Vol.12 N° 4 2022 págs. 240
    The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to orientate their learning. To address these objectives, the present study is divided into five parts. First, we define what we understand as civic or citizen competence. In the second part, we describe the reasons why we consider that the learning of civic competence may occur in different settings (formal, informal, or non-formal) of university life. We propose character education and integrated learning (IL) as promising approaches to foster civic learning in the third and fourth sections. Finally, we offer recommendations on how university leaders and professors might promote civic or citizenship competence.
  • Autores: Ugarte Artal, Carolina; Urpí Guercia, Carmen; Costa Paris, Ana (Autor de correspondencia)
    ISSN 1360-3124 Vol.25 N° 1 2022 págs. 124 - 146
    This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.
  • Autores: Urien Angulo, Begoña (Autor de correspondencia); Rico, R.; Demerouti, E.; et al.
    ISSN 1576-5962 Vol.37 N° 3 2021 págs. 175 - 186
    Because we work in teams more than ever, we should craft them fostering team members' motivation, wellbeing, and performance. To that aim, we propose a multi-level model explaining the emergence of team burnout, articulating the interplay between individual and team level mechanisms around ten empirically testable research propositions. Drawing from the JD-R theory, we formulated an emergence model of team burnout by combining team effectiveness and occupational health literatures. Our model explains how cycles of attention, information integration, and information-affect sharing on burnout cues foster the emergence of team burnout. It also explains how team burnout moderates the relationship between team structural variables and team members' burnout and how team burnout impairs team effectiveness through co-regulatory mechanisms. This model is timely because it addresses the importance of team burnout through a systematic effort connecting individual and team levels in explaining its emergence and the mechanisms through which it impairs team effectiveness.
  • Autores: Salas Rodríguez, Fátima María (Autor de correspondencia); Lara Ros, Sonia; Martínez Villar, Martín
    ISSN 1664-1078 Vol.12 2021 págs. 714145
    The Teachers' Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers' gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.
  • Autores: Lara Ros, Sonia (Autor de correspondencia); González Torres, María Carmen; Ibarrola García, Sara; et al.
    ISSN 2071-1050 Vol.13 2021 págs. 2600
    The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed.
  • Autores: Lara Ros, Sonia (Autor de correspondencia)
    ISSN 1578-7001 N° 39 2020 págs. 331 - 334
  • Autores: Salas Rodríguez, Fátima María (Autor de correspondencia); Lara Ros, Sonia
    ISSN 0213-8646 N° 95 2020 págs. 11 - 35
    In recent years, collective teacher efficacy has been presented as a promising factor in improving student performance (Donohoo, 2017; Eells, 2011; Hattie, 2016). However, unlike self-efficacy beliefs, collective teacher efficacy has been studied much less. Hence, this systematic literature mapping seeks to deepen the development and study of the collective efficacy beliefs of teachers in the academic field, with the objective of understanding and synthesizing the information of various investigations regarding the subject in question. Through the methodology of systematic mapping, a total of 60 potential studies published between 2000 and 2019 and indexed in the Scopus and Web of Science databases were found. After the application of the inclusion and exclusion criteria, 35 studies were included in the present investigation. The results show the geographical distribution of the studies, the most frequently cited articles, the variables related to collective teacher efficacy, the instruments used to evaluate these beliefs, and the educational levels in which they have been studied. There is a clear interest in the study regarding the impact of collective teacher efficacy on student learning and performance. However, there is a lack of research on this subject in Spanish-speaking countries, as well as research focused on the promotion and development of collective teacher efficacy. This study concludes with a proposal for future lines of research.
  • Autores: Balaguer Estaña, Alvaro J. (Autor de correspondencia); Benítez Sastoque, Edgar Ricardo; Albertos San José, Arantza; et al.
    ISSN 2662-9992 Vol.7 N° 1 2020 págs. 79
    Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions¿ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.
  • Autores: Urien Angulo, Begoña; Erro Garcés, Amaya; Osca Segovia, Amparo
    ISSN 1360-2357 Vol.24 N° 4 2019 págs. 2585-2602
    Although the negative effects of mobile instant messaging have been stressed, its exponential increment justifies studying its application in education. This paper analyses whether college¿ students perception of WhatsApp usefulness influences cognitive processes important for teamwork (i.e., specialization and coordination), specifically for complex decision-making assignments. Additionally, it seeks to clarify to what extent the relationship between perception of WhatsApp usefulness and these cognitive processes could exert some influence on team efficacy, both perceived and objective (grades). For that purpose, a role-play was specifically designed in which WhatsApp played a mayor function as a communication tool. A sample of university students (N¿=¿200) worked in teams to reach decisions. A student in each team was set apart all team members could only communicate through WhatsApp. Findings confirm the relationships between perceived WhatsApp usefulness and specialization and coordination, as well as perceived WhatsApp usefulness and perceived team efficacy. Both the role-play case designed and results obtained are relevant since show that WhatsApp could be applied as a communication tool in team activities, due to the fact that the perception of its usefulness could help to develop positive attitudes towards teamwork (i.e., team perceived efficacy). From an applied perspective WhatsApp could be used for virtual teamwork through, for example, the proposed role-play case.
  • Autores: Urien Angulo, Begoña (Autor de correspondencia); Diez-Valdes, V.; Osca-Segovia, A.
    ISSN 0214-0314 Vol.32 N° 1 2019 págs. 141-152
    Social work professionals have to confront an increasingly strenuous job context (e.g., more users into the system, budgetary cuts, increasing bureaucracy, etc.), and these changes added to their interest in social justice turn their job into a very demanding one. Furthermore, over the few last years, organizational justice has produced a great deal of research, although not in this particular discipline. Based on the Job Demands and Resources theory (JD-R), this paper analyses (1) the direct relationships of job demands (Demands) and organizational justice (Resource) on job satisfaction and on counterproductive behaviour, and (2) the buffering effect of organizational justice as a resource, on the relationship between job demands and job satisfaction, and between job demands and counterproductive behaviour. The sample is made up of 213 social work professionals from various Spanish regions (198 female and mean-age 40.56 years old). Hierarchical regression equations showed that more than job demands, it is organizational justice which is the variable that exerts the highest influence on results (satisfaction and counterproductive behaviour). Specifically, organizational justice explains a great deal of the variance on job satisfaction (40%). Justice also impacts on counterproductive behaviour, both directly as well as reducing the negative effect of high demands. These findings are important both from the theoretical and applied perspectives, since these underline the key rol
  • Autores: Orón Semper, José Víctor; Ibarrola García, Sara
    Revista: A&H (MÉXICO)
    ISSN 2448-5764 Vol.5 N° 8 2018 págs. 58 - 79
    Esta investigación incorpora desde la neuropsicología los conocimientos sobre el proceso madurativo propio del adolescente con el fin de aportar nuevas orientaciones para tratar aspectos emocionales en contextos educativos. A partir del marco teórico expuesto se realiza un estudio sobre la impulsividad y las creencias (fija o incremental) durante el aprendizaje en una muestra de 60 alumnos de primer curso de educación secundaria (11-12 años). Por otro lado, los profesores de los alumnos evaluaron a los mismos en: motivación, la tranquilidad y serenidad en clase, el autocontrol, la acogida de las correcciones, la constancia en la realización de sus trabajos y los partes (reportes) de disciplina escolar. Los resultados señalan una relación significativa y favorable para el aprendizaje entre la baja impulsividad y la mentalidad incremental del alumnado con la mayoría de las conductas observadas por sus profesores. Se estudia también la existencia de un perfil favorable para el aprendizaje (baja impulsividad y mentalidad incremental). Se concluye con la necesidad de abordar las dificultades del aprendizaje de forma conjunta e interactivamente para darle un tratamiento más global y ajustado a la realidad del alumnado.
  • Autores: Ruiz Prados Víbora, L.; Urien Angulo, Begoña
    Libro: Hacia la disrupción digital del Trabajo Social
    ISSN ISBN 978-84-1390-537-2 2021 págs. 115-130
  • Autores: Ruiz-Prados Víbora, L.; Urien Angulo, Begoña
    Libro: Investigación, práctica y trabajo social
    ISSN 978-84-09-22058-8 2020 págs. 155-167
  • Autores: Lara Ros, Sonia
    Libro: Docencia RUBIC: Aprendizajes de la enseñanza universitaria en tiempos de COVID-19
    ISSN 978-84-313-3485-7 2020 págs. 23-44
    Este libro se acabó de escribir el 13 de junio de 2020, tres meses después de que la Universidad de Navarra se viera obligada a cerrar sus aulas por la pandemia de la Covid-19. Como el resto de universidades, tuvo que afrontar un desafío extraordinario e inédito en sus 68 años de vida. En apenas un fin de semana, del 13 al 15 de marzo, sus 1.140 profesores y 11.988 estudiantes de Grado, Máster y Doctorado se recluyeron en sus casas ante la expansión de la enfermedad. Con gran determinación, profesores y estudiantes continuaron sus clases en remoto gracias a la tecnología disponible y a una responsabilidad ejemplar. Estas páginas son un ejercicio de memoria para no olvidar las lecciones de unos meses muy intensos, en los que casi cada día era preciso hacer frente a un nuevo desafío, resolver inquietudes, y marcar el rumbo con unas prioridades previamente establecidas. La monografía sirve de homenaje a los hombres y mujeres que con tanto esfuerzo y acierto hicieron de la Universidad de Navarra un lugar excelente para estudiar, también en tiempos de incertidumbre.