Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study presents an innovative solution for evaluating university-level teaching quality using artificial intelligence (AI), focusing on key aspects such as clarity of explanation and lecture structure. Traditional student surveys, while valuable, are often subject to biases and lack the necessary granularity, creating a need for objective, scalable solutions that provide consistent results. We propose an automated framework utilizing advanced natural language processing (NLP) models to assess teaching quality based on lecture transcripts. The methodology combines AI-driven transcription, machine learning-based assessments, and correlation with institutional student evaluations to...

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Tipo: artículo

Metodología: trabajo teórico

Temas: análisis de errores

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Este comentario sobre el artículo “La adquisición de la posesión gramatical: La influencia del inglés (L1) en estudiantes de español (L2)” de la Dra. Julia Martínez González, aborda la temática en clave comparada, utilizando la voz de dos docentes de español para extranjeros de la Universidad Nacional de Córdoba (República Argentina), quienes se prestaron a realizar una lectura y a responder a unos pocos interrogantes sobre su interpretación, como así también a evidenciar su experiencia sobre la temática en sus propias clases con estudiantes que provienen del inglés como L1.

This comment about the article “La adquisición de la posesión gramatical: La influencia del inglés (L1) en...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigated in-service teachers' Technological Pedagogical Content Knowledge for Generative Artificial Intelligence (TPACK-GenAI) and examined the factors influencing their integration of generative AI in classroom practice. Using an explanatory sequential mixed-methods design, data were collected from 325 in-service teachers across 26 countries, followed by in-depth interviews with seven teachers. Quantitative results revealed that Technological Knowledge (TK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) were significantly associated with teachers' overall TPACK-GenAI. Crucially, mediation analysis confirmed that Technological Pedagogical Knowledge (TPK...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Despite the growing body of research on developing K-12 teachers' generative AI (GenAI) knowledge and skills, its integration into daily teaching practices remains underexplored. Using a snowball sampling method, this study examined the preparedness, practices, and barriers encountered by 89 U.S. teachers in the state of Idaho. Participants were predominantly White, female teachers serving in rural schools. A mixed-methods analysis of survey responses revealed that teachers were generally underprepared for integrating GenAI, with fewer than half incorporating it into their educational practices. Unlike the widespread classroom integration patterns observed with general educational...

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Tipo: artículo

Metodología: trabajo teórico

Temas: ser y estar

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Las afirmaciones que siguen están basadas en los resultados de mi tesis doctoral y en la práctica docente, es decir, se trata de una investigación en el aula con estudiantes de nivel universitario cuya lengua nativa es el alemán. El castellano es su tercera extranjera y todas las personas permanecieron en un país hispanohablante entre dos y nueve meses. El corpus recogido está formado por conversaciones informales, cartas personales, producción escrita en situación de examen y tests de control.

The statements that follow are based on the results of my doctoral thesis and on teaching practice, that is, it is a research in the classroom with university-level students whose native...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The growing integration of artificial intelligence (AI) in education has significantly influenced teachers' professional development. While AI offers substantial support for teaching practices and serves as a powerful instructional aid, it also places greater demands on teachers, prompting an urgent need for role transformation and skill enhancement. Therefore, the interplay among teachers' AI competency, technological pedagogical content knowledge (TPACK), and teaching performance has emerged as a critical area of research. This study employed a mixed-methods approach, combining questionnaire surveys with classroom observations, to assess the AI competency, TPACK levels, and teaching...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study examines the reliability and accuracy of large language models (LLMs) for automated classroom observation using the World Bank's TEACH Primary framework. As education systems increasingly explore AI-based tools to scale teacher feedback and professional development, empirical validation of these systems is critical. Using a corpus of 12 primary classroom videos, we compared 8618 AI-generated evaluations from eight LLM endpoints against consensus-based ratings from certified TEACH experts. To account for model stochasticity, each model produced 10 independent evaluations per video–element pair. Reliability was assessed using variability and inter-rater consistency indicators,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Student feedback on teaching at the end of the semester is an important source of information for instructors to gain insights into the effectiveness of their teaching. There are usually two forms of student feedback: quantitative scores and qualitative feedback. Quantitative scores can usually be easily summarized, while the analysis of qualitative feedback is usually effort-intensive as it deals with text. To help instructors glean insights from students' qualitative feedback, many previous studies used unsupervised approaches (i.e., topic modelling) for topic extraction in student feedback. Although topic modelling enables automated detection of previously unseen topics with minimal...

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Tipo: artículo

Metodología: trabajo teórico

Temas: diseño curricular

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Leído con una perspectiva histórica, el artículo de Nuñez Paris sobre los aportes de la Teoría del Currículo a la enseñanza de lenguas extranjeras puede considerarse una invitación a los profesores de español/LE a conocer este marco teórico, con el objeto de aplicarlo en su tarea de gestores de la enseñanza que imparten con el propósito de guiar y facilitar el proceso de aprendizaje de la lengua nueva a sus alumnos.

From a historical perspective, the Nuñez Paris's article about the contributions of the Theory of the Curriculum to the teaching of foreign languages ​​can be considered a invitation to Spanish teachers/LE to be informed about this theoretical framework, with the aim of...

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