Carlos Rodríguez-Hoyos’s research while affiliated with University of Cantabria and other places

Este trabajo presenta los resultados de una investigación cualitativa con estudios de caso dirigida a introducir exergames en las clases de Educación Física en dos escuelas de España. El objetivo es analizar las posibilidades curriculares y organizativas del uso de exergames como recurso educativo. Los resultados obtenidos permiten identificar el potencial pedagógico que este tipo de videojuegos tiene cuando son usados como recursos educativos en el área de Educación Física. Las posibilidades curriculares de los exergames identificadas se relacionaron con la mejora de la motivación, con la posibilidad de abordar una gran cantidad de contenidos o con las posibilidades para diversificar las estrategias metodológicas y mejorar el clima de aula. También se identificaron algunas limitaciones, tales como un descenso de la actividad motriz del alumnado, la gestión organizativa de los recursos o las dificultades técnicas o motrices de algunos juegos. Esta investigación sugiere que la adaptación de estos videojuegos al ámbito educativo formal requiere procesos de reflexión curricular orientados a analizar cómo se debe de llevar a cabo su inclusión para que éstos representen un recurso con un sentido genuinamente pedagógico y curricular. Además, exige que los docentes jueguen previamente con los exergames y reconozcan tanto la dinámica como las posibilidades que cada juego brinda.

This article presents a participatory research project developed in a school in Cantabria (Spain) that has sought to enhance the participation of the educational community to transform the school. The article focuses on the analysis of the contributions of the students (children from 3 to 12 years of age), key agents and promoters of change. Pedagogical documentation has been used as a tool to narrate the development of this research and to encourage subsequent reflection. The students have experienced what it means to participate, to listen, to be listened to, to feel recognised and to exert influence in their own lives. The results go beyond mere changes in the configuration and use of spaces. The project has made it possible to think of the school as a forum for citizen participation, favouring the experience of a democratic school, the development of otherness, the feeling of belonging and the experience of community.

In this paper, it is presented the results of a descriptive exploratory study with which it is aimed to understand what previous conceptions future Infant and Primary Education teachers in Cantabria have regarding three central issues in the Global Citizenship Education approach (GCE). These are: a) what is «global citizenship» and what are the characteristics of a «global citizen», b) conceptions of poverty in a globalised world, and c) what role should education have in addressing these realities? The study was conducted over two academic years and 248 responses were analysed following the application of an open-ended questionnaire. Our objective is to understand the previous perceptions of these future teachers, to expand and challenge them, in the second phase, through the development of GCE projects in their university degrees. We understand GCE from the perspective of critical pedagogy and we are focused on developing a challenging university curriculum, which allows the discussion of topics linked to how globalisation affects our lives.

This chapter analyses the scientific bibliography on the civic engagement of young people published in English between 2014 and 2019. Sixty-nine articles published in international scientific journals were analyzed. The main objective of this meta-research is to understand what problems have been investigated and the data collection techniques used. The authors found that the most researched problem was the analysis and understanding of the impact that participation has on plans and programs designed by diverse socio-educational actors with regard to the civic engagement of young people. Based on the meta-research carried out, they propose three socially innovative intervention strategies aimed at improving youth civic engagement. Each strategy is designed to enhance young people's agency in order to increase their levels of social participation.

This paper focuses on the progress of a current participatory action-research project which aims to analyse the use of visual narrative research in the continuing education of teachers to promote collaboration between different agents and help rethink the actions that commit universities to educational and social transformation. A mixed group of professionals, made up of teachers from different schools, advisors from Cantabria’s teacher training centre and teachers and students from the University of Cantabria, took part in this research. We carried out a training process focused on producing and analysing different narratives in order to recreate educational practice, accompanied by a shared desire to transform it. The meta-narrative of the training action, implemented through a visual narrative methodology, has allowed us to identify the findings and limitations of the process, as well as its repercussions on the professional development of the participants.

This chapter describes three research techniques used within the field of digital ethnography aimed at understanding the digital culture of adolescents from qualitative and participatory perspectives. The authors carry out a theoretical review of some of the underlying principles of digital ethnography and creative and participatory research techniques. The authors then describe three research techniques based on the following methodological approaches: the mirror method, participant field notes, and digital visual cartographies. The mirror method technique analyses how adolescents construct their subjectivity through the images they use in social networks. Participant field notes are designed to facilitate the involvement of the young people in the field notes taken by the researchers, thus breaking with their private nature and providing opportunities for enhanced reflexivity. Digital visual cartographies aim to help understand, among other issues, the spatial dimension associated with the use of digital devices by young people.

Se presentan los resultados parciales de un proyecto de investigación desarrollado durante dos cursos académicos (2015-16 y 2016-17) en las Facultades de Educación y Formación del Profesorado de las Universidades de XX y XX. El objetivo era mejorar la docencia en la universidad en varias asignaturas de diferentes planes de estudio del campo de la educación, a partir del análisis de las prácticas de aula. Para ello, se adoptó una metodología de investigación inspirada en el modelo Lesson Study. Los resultados muestran que los estudiantes aprenden ejercitando competencias que hoy se consideran clave para los docentes. Las conclusiones constatan las potencialidades de este modelo para la mejora de la docencia en la educación superior, subrayando la necesidad de que los estudiantes tengan un papel más activo en todo el proceso. This paper presents the partial results of a research project developed over two academic years (2015-16 and 2016-17) in the Faculties of Education and Teacher Training at the Universities of XX and XX. The objective of the project was to improve teaching in several subjects from different curricula in the field of education, based on the analysis of classroom activities. To this end, a methodology inspired by the Lesson Study model was adopted. The results show that students learn through the use of skills which are considered key for teachers. The conclusions demonstrate that the research process has great potential for improving teaching in higher education and highlight the need for students to assume a more active role throughout the whole research process.

This paper presents an experience in which Lesson Studies (LS) are viewed as a lever for improving university teaching in Spain. The expansion of the LS model in the West is an indication of its value for improving teaching and provides us with different interpretations and variations of it. We will describe a process of Participatory Lesson Study (PLS) within the field of Initial Teacher Education (ITE) which incorporates university students in LS cycles. This work is recognised within the qualitative research paradigm. The results illustrate that when we incorporate students in research processes teaching becomes more democratic and collaborative and new learning opportunities for university teachers in their teaching practice arise. At the same time, LS is a tool that facilitates joint reflection by teachers on their own practice and the development of practical knowledge. The incorporation of students in the reflection processes on our practices can be viewed as an original and genuine strategy that facilitates access to areas that are not usually explored in decision making in our research lessons.