Estudios Pedagógicos

Exploring Soundtrap: A pedagogical tool to teach music in the digital age

Ana Martínez-Hernández — 2025-09-04

This study evaluates the implementation of the Soundtrap software as a pedagogical tool in music education. Its aim is to enable future educators to develop concepts, skills, and attitudes in music learning. The quantitative and exploratory methodology involved a questionnaire administered to 289 students in Early Childhood and Primary Education. It assesses the application of the tool in terms of understanding its resources, the acquired formative skills, and attitudes towards teamwork, creativity, and performance. The results revealed a high knowledge level of its functions and the learning generated. Additionally, students positively assessed their peers’ abilities and mutual collaboration, although they were more hesitant in online group work. It is concluded that the Soundtrap tool is a useful resource leveraging technology to enhance the educational experience.

Is multimodal literacy developed? An analysis of the Language and Literature school textbook in Chile

Benjamín Cárcamo — 2025-09-04

This study assessed the potential of the Language and Literature school textbook for third and fourth year of high school for the development of multimodal literacy. To achieve this, an analysis based on the methodological framework of Unsworth et al. (2019) was employed, which allowed the classification of reading comprehension questions based on a multimodal perspective. The results showed that comprehension questions address aspects of multimodality, such as text-image relationships and image interpretation. However, it has been observed that there is no systematic progression in the complexity of questions across units, a predominance of comprehension questions that only require reading the written text, and occasional use of images solely for decorative purposes. As projections from the study, recommendations are provided to align textbooks with contemporary educational needs.

Levels and evidences of generic competences application in future Chilean teachers during their career training

Carlos Favre-Rodríguez — 2025-09-04

This study aims to advance in the evaluation methods of Generic Competences (GC) by incorporating the perception of the students from Educational Degrees. The goal is to analyse the levels from which the university students do evidence the acquisition of five generic competencies during their formative trajectory. The approach is quantitative, through the application of a cross-sectional survey in the subjects of the intermediate and terminal cycles of three university degrees in pedagogy in the Southern Macrozone of Chile (n= 117 students). The results show that students perceived an acquisition at medium levels and stated that they had developed them in courses of the career. Students’ self-perception of their level of acquisition and application of GC is key because it is formative, requiring more guidance from teachers and a greater variety of acquisition and authentic assessment strategies.

Resignifying the pedagogical process: installation of a Learning Laboratory (LAP) in two vulnerable schools

Carmen Gloria Garrido — 2025-09-04

The objective of this study was to develop innovative pedagogical practices by installing a learning laboratory (LAP) in two vulnerable schools in the Valparaíso Region, Chile. The LAP is a pedagogical laboratory that focuses on transforming classroom organization; and in conceiving teaching as a creative experience. For this, the principles of diagnosis, planning, action and reflection of action research were followed. 42 training activities were carried out over two years with teachers from two schools that have high school vulnerability. In parallel, qualitative techniques and process evaluations were developed. The main results show that the installation of the LAP enabled a process of pedagogical reinvention with a more active positioning of the students and the presence of creativity and interdisciplinary as pedagogical values. It is concluded that innovation must be understood as a process of pedagogical translation that allows reflection and local agreements.

Perception of students in initial teacher training programs regarding their formative processes. A dilemma between academic pathways and the reality of the educational system

David Revesado-Carballares — 2025-09-04

The processes of teacher training have gained great relevance over the past few years, arousing significant interest and concern within this group. The goal sought is none other than projecting a new formative perspective through the perceptions that the students themselves have of their formative processes. Data collection has been carried out through a Likert-type scale questionnaire, with a sample of 276 subjects from the University of Salamanca and the Pontifical University of Salamanca. The results obtained reveal a certain dissatisfaction among participants due to the perception of a disconnected relationship between the university system and the Spanish educational system, especially in its early stages. Therefore, students in training demand an adaptation of study plans in response to the new social and academic demands presented by the educational system.

Strategies, problems, and facilitators in the spiritual development of children and adolescents: a description based on the accounts of schools’ directors from Valparaíso, Chile

Francisco Vargas-Herrera — 2025-09-04

During the last decade, research concerning director’s leadership has increased in Chile. However, there is no gathered information about what they do or do not do in regards to their students’ spiritual development, an aspect regulated by Chile’s General Law of Education. This article approaches different aspects concerning the strategies used by directors from secular and religious schools from the province of Valparaíso, based on their accounts, in order to create conditions that promote their students’ spiritual development, as well as the problems, and facilitators involved therein. The directors reflect how they approach this subject based on ethics and/or values as the way of complying with the law and they describe the stress caused by the importance ascribe to their students’ spiritual development and the actual feasibility of them managing strategies that promote this type of development.

Law 20,911 and Results from the Indicator of Participation and Citizenship Education

Hugo Tapia-Silva — 2025-09-04

Citizen education is a relevant element in the Chilean educational system. Law 20,911 on Citizenship Education of 2016 establishes that school establishments in Chile must implement a Citizenship Education Plan. The present study aims to identify whether the enactment of the Citizen Education law has meant changes in the results of the Indicator of Citizen Participation and Formation in establishments that took the SIMCE for 4th Grade. To do this, through a quantitative study, the scores of the Indicator of Citizenship Participation and Education for 2015 and 2022 were compared and then the scores for 2022 were compared between schools with and without a Citizenship Education Plan, considering all establishments, socioeconomic level, dependence and geographic location. Based on the results, it is concluded that there would be a small difference when comparing year and disposition of the Citizenship Education Plan, observing a slight but statistically significant difference.

The current school space: an opportunity for inclusion?

Irune Corres-Medrano — 2025-09-04

This paper gathers the findings of a case study on the dimension of space in schools. There are not many works that reflect on the use that institutions make of school spaces and their impact on the socioemotional development of students. This qualitative study analyzes the spatial reality of 3 public primary schools in the Basque Country (Spain). A total of 169 people participated, of whom 144 are students and 25 are professionals from teaching teams. The results show the importance of reflecting on the use of space in the school, since it is often not adapted to the socioemotional development needs of the students. The close relationship between human development and space is evident, so multidisciplinary work is urgently needed to address architectural renovation with a pedagogical approach.

Un estudio en liceos de la Región Metropolitana

Javiera Peña-Fredes — 2025-09-04

The trust that students have in their teachers has a significant impact on both academic outcomes and subjective well-being, as well as on the development of positive cultural norms. This impact becomes even more crucial during crises such as the COVID-19 pandemic. The main goal of the study was to investigate the configuration of trust between students and teachers, while exploring the factors that influence its generation and erosion. To achieve this, a mixed methodological design was employed, which included a survey of 1267 students and critical incident interviews with 25. The study found that students exhibited a high level of trust in their teachers. Students referred to specific incidents that had helped build their trust, which tended to revolve around three facets of trust: benevolence, openness, and competence. During the pandemic, benevolence was identified as fundamental aspect of trust, as teachers expressed concern for students’ psycho-emotional and academic well-being.

Correlation between university dropout variables in distance learning programs in Colombia

Jhony Alexander Barrera-Lievano — 2025-09-04

School dropout in undergraduate programs in university education becomes a highly relevant problem due to its impact, not only on indicators of schooling, but also due to the repercussions that this fact has at an economic, psychological and social level. Given the importance, public-private initiatives have emerged to address this problem, such as the Modelo de Atención Integral al Estudiante - MAIE. The objective of this research was to determine the existing correlations between the different variables of the MAIE components for the case of students at undergraduate university programs with distance learning methodology. A quantitative methodology was developed, with a correlational, non-experimental and transectional scope. For data collection, a survey was applied to a probabilistic sample, under simple random selection. As a result, a linear relationship was found between the variables addressed, at different levels, with an elevated level of significance.

Knowledge and Pedagogical Practices in the Transition Process from Kindergarten to Primary School: A Comparative Study Between Peru and Colombia

Leyda Flor Idme-Apaza — 2025-09-04

The research aims to investigate the transition from kindergarten to first grade of primary school in order to compare the educational contexts of Peru and Colombia. The study has a mixed methodological approach, with a descriptive-comparative design. A total of 88 teachers from kindergarten and first grade of primary school participated. The transitions questionnaire instrument was designed by the researchers and validated by experts. The main results show that transition is associated with the term change. The main factors that teachers perceive as influential in the transition process are self-confidence, the socialization process and the emotional capacities of the student, among the differences it is highlighted that, in Colombia they attribute to academic factors and in Peru, to the time invested by parents. Regarding the activities carried out by teachers, in Peru they focus on academic preparation and in Colombia on familiarization of the educational context.

Contributions of professional ethics to the enactment of mentoring in Chile

Macarena Salas — 2025-09-04

Mentoring programs are beginning to increase in the Latin American context in response to the high rates of teacher attrition that occur in the first years of professional practice. This research aims to advance, from the contributions of professional ethics, in understanding the complexities that underlie mentoring from the question about the values that mobilize mentors and beginners in the enactment of the mentoring system in Chile. A qualitative deductive-inductive approach is proposed, which delves into the discourses of 4 pairs of mentors and beginners about three critical dimensions of mentoring: individual, relational, and community. The findings show the importance of recognition, trust, and vocation as values that guide and give meaning to professional work. It is discussed how these values are highly strung at school and how mentors and beginners update them.

Evolving for including: Narratives of school integration programs with students with physical disabilities coordinators

Mónica Peña-Ochoa — 2025-09-04

This article analyzes the narratives of 12 coordinators of school integration programs from 4 macrozones of Chile. In the voucher model, these programs emphasize the diagnoses of children with educational needs, including children with physical disabilities. We begin with a conceptual framework on inclusion in the regular classroom to delve into the qualitative narrative methodological process. The results show three narratives: the evolution of the PIE, the paradoxical role of the teacher, and the problems of subsidy in disability. All of them are strongly intertwined with the desire of the coordinators to guarantee the right to education for students with disabilities. It ends with some recommendations for disability inclusion work in schools.

Inclusion of foreign students: questions, demands and challenges towards teachers in Chile

Rolando Poblete-Melis — 2025-09-04

The concentration of foreign students in public schools and the absence of a formal model regarding reception have created a challenging scenario for the professional practice of teachers in Chile. The objective of this study was to analyze the demands and challenges set out in the instruments developed by the Ministry of Education on the inclusion of students and families of foreign origin. For this, 15 ministerial documents (2016-2022) were analyzed using the content analysis technique. The main results show a demand for commitment from teachers in the management of cultural diversity. However, the lack of specialized supports and the lack of articulation with the Teacher Professional Development System are areas of concern in a school system that offers guidance but does not establish specialized training or resources to address cultural diversity in the classroom.

Organizational ethics in schools in Catalonia. Model and instrument for analysis

Sara Colorado-Ramírez — 2025-09-04

The contribution highlights the most relevant results and contributions derived from the study on tools to promote and analyze the development of organizational ethics in schools in Catalonia. It delves into the design and validation of a Model of stages for organizational ethical development and an Instrument for institutional self- evaluation that allows contextual analysis of institutional behavior and managerial practice under ethical criteria. The study review of the literature, 18 interviews (9 directors, 7 experts in organizational ethics, and 2 education inspectors), 442 questionnaires to school leaderships, two discussion groups, and the practical application of the Instrument in four schools. The discussion and the results point to the importance of dialogue, transparency, trust, involvement and consensus for ethical development in the school and the need for the explicit and clear commitment of the school leadership and educational administrations.

The place of teacher-student interaction in student motivation during the implementation of a transformative pedagogical strategy

Valentina Cuevas-Giraldo — 2025-09-04

The present study aimed to understand the perceptions of high school students about how teacher-student interaction contributes to their motivation during a transformative pedagogical strategy. A qualitative methodology with a case study design was used, 20 tenth grade students from the philosophy class participated. A grounded theory analysis was carried out where axial coding allowed organizing the students’ perceptions in the following subcategories: novel activities and the active role of the students, challenges and group dynamics and contextualization of the content, promotion of participation and situated/contextualized explanations, attitude and personality of the teacher, and teacher-student interaction. It is recognized that, in maintaining student motivation, teacher-student interactions characterized by the positive attitude of the teacher, emphasis on the intersubjective sphere and the implementation of novel activities stand out as fundamental factors.

Analysis of the discussion in the Chamber of Deputies regarding Deaf individuals in Law No.21.303 in Chile

Valeria Campos-Cannobbio — 2025-09-04

The “Deaf community” is constituted based on the recognition of individuals with specific cultural characteristics and the use of sign language. Although in 2010 Chile legalized sign language as a means of communication for Deaf people, it did not recognize it as an official language. Subsequently, a bill was proposed in the Chamber of Deputies to make it official. This qualitative research carried out a Critical Discourse Analysis (CDA) with the objective of analyzing the discussion in the Chamber of Deputies about Deaf people in Law No. 21,303. The results make up four discursive axes: 1. general positions regarding the law, 2. recognition of Deaf people, 3. profile of the sign language teacher, 4. official recognition status. Finally, this study provides a deep understanding of how these discourses can validate, legitimize, and/or perpetuate the barriers that Deaf people face in various social settings.

Peer Cyber-aggression in School Context

Vanesa Pérez-Torres — 2025-09-04

Cyber aggression is any behavior done through the use of technology that is intended to harm another person. The objective of this study is to explore cyber aggression behaviors in a group of adolescents and analyze their differences by age and gender. A sample of 1981 (49.7% boys: 50.3% girls) secondary school adolescents (Mage=12.9; DT: 1.73) was used. Boys obtain a higher score than girls in behaviors linked to aggression. Within the age group of adolescents, the older the age, the greater number of cyber aggression behaviors. In both cases, the mean differences are statistically significant. Older adolescents have a more frequent use, greater autonomy in the use of social networks and less parental control, which could increase the prevalence in cyber aggression. Boys often socialize with more open and direct behaviors of aggression, traits of strength or courage that can influence their role as perpetrators of cyber aggression.

The “diversity of diversities” in the classroom: a challenge for schools of the XXI century

William Jesús Mendieta-Otálora — 2025-09-04

Currently, one of the paradigms which arises when talking about interculturality is of diversity, which is based on the hybrid character of any cultural, ethnic, religious, gender or social class identity. These identities are articulated through the praxis of interactions between heterogeneous actors in interstitial spaces, such as those of the schools, and are also revealed through discriminatory practices. Therefore, the objective of this research was to reveal discriminatory attitudes from the perspective of the intercultural and intersectional approach in the Algarrobo Departmental Educational Institution (Department of Magdalena-Colombia), using as a method of educational ethnography research. Cases of homophobia and xenophobia were identified, which are naturalized or made invisible under the label of bullying, which lack an approach at the curricular level and from pedagogical practice.

Pedagogies of memory: strategies for the construction of a culture of peace

Yeimmy Viviana Otálora-Moya — 2025-09-04

This article analyzes how memory pedagogies have been configured as strategies for strengthening citizenship competencies and building a culture of peace. The methodology was based on the contributions of Participatory Action Research (PAR) in a collaborative work with the Association of Victims of the Armed Conflict “Asomujer y Trabajo” y “Unión del Costureros” through focus groups and collective memory workshops. Among the main findings, it was identified that memory pedagogies allow: i) understanding and assimilating episodes of sociopolitical violence, ii) creating and proposing ideas for the reconstruction of the social fabric, iii) configuring political agents of change; and iv) contribute to the strengthening of citizen competencies such as resilience, empathy, otherness, respect for difference, among others.

University Students’ Attitudes towards Academic Tutoringin Social Sciences

Ana Felicitas Gargallo-Castel — 2025-09-04

Promoting positive attitudes towards academic tutoring requires prior knowledge of them. This paper aims to analyse a scale of attitudes towards academic tutoring among university students in the social sciences. The results from a sample of 309 students reflect a structure composed of three factors: self-confidence, usefulness- development and usefulness-finalist. No problems of insecurity or lack of student self-confidence in the use of tutorials are detected, although there is a certain indifference about the usefulness of tutorials, which calls for action to improve them through a comprehensive teaching strategy.

Socio-phonetic perception of practicing teachers regarding the production of the voiceless alveolar fricative in attack position /s/ and the voiced dental stop in attack position /d̪/

Betsabé Araya-Guajardo — 2025-09-04

This research addresses linguistic attitudes in education and the objective is to determine the evaluative judgments that teachers have regarding the consonant segments: voiceless alveolar fricative in onset position /s/ and the voiced dental stop in onset position /d̪ /, produced by two groups of second-year students, both from different administrative dependency.

It is hypothesized that the approximation of the /d̪ / segment is related to a positive evaluation (prestige), while its deletion is associated with a negative evaluation (stigma). Regarding the /s/ segment, the positive evaluation is attributed to alveolar pronunciation, while the negative evaluation is associated with aspiration.

To verify this hypothesis, production data was collected through semi-structured conversations and dictating words out loud, following the guidelines established by Figueroa (2012). In the case of perception data, a Likert test was used with the parameters proposed in the Salamanca (2009) model.

Horizontalities, verticalities and captives niches. Mapping the private school subsystem in southern Chile

Juan Pablo Venables-Brito — 2025-09-04

This article proposes a characterization of the private schools in the south of Chile and of the subsystem that they comprise, emphasizing the distinction between-schools. It is based on public documentation, the press, and interviews with 17 school directors, using content analysis. It proposes a historical periodization of the subsystem in the territory, as well as a classification of the establishments around five thematic axes, which are organized by means of the following triad: 1) inside, 2) outside, 3) inside-outside. It concludes by giving an account of the main horizontal and vertical distinctions that occur in the subsystem of private schools in the territory, which are related to price, tradition, the vision of the public system, self-perception, and the links they establish with the environment.