Scientific Journal T&E

Language teaching today: a path that transcends the linguistic perspective towards the meaningful approach

Lina Marcela Córdoba Arango — Mon, 31 Mar 2025 00:00:00 +0000

This article analyzes the persistent problem of reading comprehension in the Colombian educational context, despite the public policies implemented to strengthen education and the development of reading skills. It examines the approaches that have guided language teaching, highlighting the meaningful approach as an alternative to the limitations of traditional linguistic perspectives. The central objective is to analyze the impact and relevance of these approaches in current pedagogical practices, investigating how the meaningful approach integrates and transcends the linguistic and communicative approaches to facilitate the construction of meaning and knowledge.

The methodology employed is document review and analysis, using sources such as official documents from the Ministry of National Education of Colombia (MEN), key academic works on linguistics by authors such as Chomsky and Hymes, and studies on the meaningful approach by Rincón. The critical analysis of these materials makes it possible to identify the theoretical foundations, pedagogical implications, and inherent limitations of each approach.

The study reveals an evolution in language teaching from the linguistic approach, which focuses on the innate structure of language, to the communicative approach, which emphasizes the social and cultural context. The meaningful approach is presented as an overcoming synthesis, where language acts as a tool for the construction of meaning and knowledge through sociocultural interaction. It is argued that the complexity of language requires a sociocultural analysis, recognizing that language is a cultural heritage that reflects and shapes the identity, social practices, and processes of knowledge construction in a community.

In conclusion, the meaningful approach represents an advance in language teaching by integrating linguistic, communicative, and sociocultural dimensions in the process of meaning construction, promoting a deeper understanding of how language is used to interact with the world and build knowledge. This approach overcomes the limitations of models that focus exclusively on grammatical structure or superficial communication.

Implementing the Flipped Classroom Model in Urban and Rural Settings: A Desk Review

Yeison Esteban Mora Álvarez — Mon, 31 Mar 2025 00:00:00 +0000

The Flipped Classroom methodology represents a pedagogical innovation that transforms the teaching-learning process by inverting the traditional structure of the class, allowing students to acquire theoretical knowledge autonomously through digital resources, such as videos and readings, before reaching the classroom. In this way, class time is dedicated to practical activities, discussions, and problem-solving, promoting more active and collaborative learning. The objective of this article is to present theoretical elements related to the Flipped Classroom methodology in terms of its conceptualization, educational innovation and its importance in rural and urban classrooms, improvement of the academic performance of students and these as protagonist agents in the learning process from the perspective of the document review method. It is concluded that, by integrating digital technologies, educational experience is enriched, and critical skills are developed, such as critical thinking and problem solving.

Initial teacher training: a critical look at social (in)equality from the perspective of Dubet, Martuccelli and Rawls contributions

Nereida González Zambrano, Marcela Aravena Domich — Mon, 31 Mar 2025 00:00:00 +0000

Equality of opportunity is an essential principle in initial teacher training. The perspectives of François Dubet, Danilo Martuccelli and John Rawls offer a profound and multidimensional understanding of this concept. This article explores how their postulates can be applied to initial teacher education and how these perspectives articulate with each other to provide a comprehensive framework of justice and equity. By clarifying the conceptions of inequality without brackets of (Dis)Equality where the grammatical prefix Des opens the way to a different conceptualization relating it to Equality of Opportunities from the authors' contributions. The research work was developed under the interpretative paradigm with a qualitative approach and the documentary analysis allows working with the author's texts. The analysis was carried out by working on the categories of social (in)equality, social justice and their contribution to teacher training. As results, it can be pointed out that Universities as well as Normal Schools must guarantee equal learning opportunities for all their students, regardless of the place from where each subject comes. The importance of equality in training leads to social justice.

Impact of ICT in educational evaluation before, during and after the pandemic

Diana María Bastidas Arandia — Mon, 31 Mar 2025 00:00:00 +0000

The objective of this reflection article is to analyze the approaches developed in educational evaluation before, during and after the COVID-19 pandemic, taking into account that the development of said pandemic generated important disruptions in traditional education models based on presence. Therefore, the relevance of focusing on the transformations that the learning evaluation models underwent when integrating the use of Information and Communication Technologies (ICT) in processes that favored interaction, information management in educational platforms and the monitoring of each of the students in their learning processes, but that also generated important challenges associated with participation, control of activities by teachers and the digital divide. To this end, a literature review is proposed that allows us to integrate and relate the analysis of a set of articles published after 2020 referring to the topic of educational evaluation and its transformations in times of pandemic. It is concluded, mainly, that the development of online learning models has helped to promote new processes of reflection on educational evaluation, which have made it possible to significantly transform the way in which evaluation is currently implemented, through focused approaches. in the analysis of competencies and the implementation of various in-person and online resources and methodologies that help strengthen monitoring in the process of each student.

Musical tradition and its potential uses in educational and community processes. A review of the main contributions of the literature

Yidwar Ruiz — Mon, 31 Mar 2025 00:00:00 +0000

Music has been since time immemorial an immemorial times an essential element in human life, not only as an artistic expression, but also as a means to strengthen artistic expression, but also as a means of strengthening social bonds and transmitting knowledge. And transmitting knowledge. In recent decades, scientific research has research has shown the positive impact that musical tradition can have in different contexts, highlighting its potential different contexts, highlighting its potential in educational and community processes. However, despite its cultural and pedagogical relevance, its incorporation in these processes remains limited, suggesting the need for a systematic review of the main contributions of the literature to better understand its possibilities and limitations. It is within this framework for this paper, which aimed to analyse the main contributions of recent scientific literature in order to identify the opportunities and challenges of the musical tradition as a tool in educational and community processes. A bibliographic search was carried out, limited to the period from 2020-2025 in academic databases, and a narrative synthesis of the findings was carried out from narrative synthesis of the findings based on two main categories.

Socioemotional Skills and Academic Performance: A Study at the Marco Fidel Suárez Educational Institution, Ciénaga de Oro, Colombia.

Gloria Cuadros — Mon, 31 Mar 2025 00:00:00 +0000

This study focuses on analyzing the development of socio-emotional competencies as essential elements for the academic success of students at the Marco Fidel Suárez educational institution, located in the municipality of Ciénaga de Oro, Colombia. Faced with a notable deficit in skills such as self-regulation, empathy, and conflict resolution, students face challenges both academically and personally; for this purpose, an exhaustive investigation was carried out aimed at understanding the influence of these competencies on academic performance, as well as on the general well-being of the students. The results showed that strengthening socio-emotional competencies has positive effects on academic performance, the school environment, and students' interpersonal relationships. Based on these findings, practical strategies for implementing socio-emotional learning (SEL) programs are proposed, highlighting their relevance for transforming the educational environment in similar contexts.

Simulation Platforms as Didactics for the Teaching-Learning Process of Educational Robotics

Fredy Humberto Mesa Pinto — Mon, 31 Mar 2025 00:00:00 +0000

This article presents a literature review on the use of simulation platforms as a didactic tool for teaching robotics in education. The main objective is to analyze how these technologies can transform traditional teaching methods and foster 21st century skills. The review is based on an analysis of selected studies from databases such as Scopus, Web of Science and academic repositories specialized in education and technology. The findings show that simulation platforms offer a safe and dynamic environment for hands-on learning, allowing students to interact with real situations virtually. In addition, it is highlighted that educational robotics not only develops technical competencies, but also soft skills such as critical thinking, creativity and teamwork. However, significant barriers are identified, such as the lack of technological infrastructure, resistance to change in pedagogical practices and the need for continuous teacher training.

In conclusion, the integration of simulation and robotics platforms in the educational curriculum represents a valuable opportunity to modernize teaching and prepare students for an increasingly technological world. However, its effective implementation requires investment in resources, teacher updating and the integration of simulation didactics into the educational curriculum. Future research should explore strategies to overcome these barriers and evaluate the long-term impact of these tools on academic performance and skills development.

Risk and Protective Factors Influencing or Preventing Bullying and Cyberbullying and Their Impact on Students' Mental Health in School Environments: A Documentary Review

Mon, 31 Mar 2025 00:00:00 +0000

The study examines the risk and protective factors that influence bullying and cyberbullying in school environments, as well as their impact on students' mental health. Through a documentary review of 60 articles published between 2020 and 2023, key factors that either worsen or mitigate the prevalence of these forms of harassment were identified. Findings indicate that bullying and cyberbullying significantly affect students' emotional and psychological well-being, leading to anxiety, depression, and, in severe cases, suicidal thoughts. Risk factors such as lack of supervision, family dysfunction, and hostile school environments were highlighted, while protective factors include family support, social-emotional skills development, and preventive school policies. Finally, the study recommends implementing awareness programs, teacher training, and psychological support to reduce school bullying and foster a safe and respectful educational environment.

Types of uses of ICT from teachers in their pedagogical practices.

Carlos Andrés Cardona Arteaga, Juan Sebastián Zuluaga Gómez — Mon, 31 Mar 2025 00:00:00 +0000

Given the growing need for the appropriation of ICT in the different areas of school management, especially in the didactic and curricular area, it is necessary to think about coherent and systematic ways to evaluate this process. One of them is the review of teachers' use of these technological tools in their educational interventions. This article describes the types of use of ICT that teachers at the Colegio Luis Amigó Educational Institution, de la Estrella, Antioquia, Colombia make in their pedagogical practices. To achieve this, a qualitative methodology is implemented, from the Evaluative Research method. A virtual survey is applied to 40 teachers from the educational institution in which their knowledge and skills on the use of ICT were evaluated and thus classified as instrumental or reflective. It is identified that teachers use ICT in an instrumental way. The need to carry out training processes with teachers is observed to achieve the reflective use of ICT in the teaching and learning processes. Particular emphasis is placed on the training needs presented by the teaching staff of the educational institution, in order to propose a possible course of action that meets these needs and contributes to the curricular and didactic update in the institution. The results presented here are part of the study carried out at the Luis Amigó de la Estrella School, where the level of appropriation of Information and Communication Technologies (ICT) of the educational community within school management is characterized.

What didactics implies

Tulio Eduardo Suárez Osorio — Mon, 31 Mar 2025 00:00:00 +0000

This article addresses didactics as a key discipline within the field of pedagogy. It highlights its function of linking teaching theories with educational practices, and the importance of teachers reflecting on the teaching methods and strategies that best adapt to the specific contexts of each educational institution. Didactics not only involves the transmission of knowledge, but also the analysis and selection of contents, methods and techniques that promote meaningful student learning. In this sense, the discipline relies on epistemological and psychological theories to promote teaching that takes into account the diversity of students and their social contexts. The article stresses that didactics is a continuous process that must be understood and applied in a reflexive way by teachers, who must be able to adapt their practices to the changing realities of the classroom and society. Finally, didactic reflection is presented as an essential tool for permanent teacher qualification and the improvement of the educational process.

Editorial

Manuel Villero — Mon, 31 Mar 2025 00:00:00 +0000