The ceremony took place on Friday, September 28, 2018 in the Pentagon Hall of the University of La Serena.

As a way of maintaining and improving the training of the institution's pedagogy teachers, the Integrated Pedagogy Management Unit (UGIP) gave way to the creation of two diploma courses focused on the area of ​​didactic innovation in the Initial Training of Teachers and in the development of competences for the accompaniment of practices in a work context. Both initiatives are part of the PMI FIP ULS1501 Institutional Improvement Plan and mark a relevant milestone within the actions contemplated by the project.

In this context, the inauguration ceremony was held, which was attended by the highest institutional authorities, directors and coordinators of the ULS pedagogy careers, students participating in both diploma courses, professors, and the UGIP team of professionals.

“The University of La Serena has prioritized, strengthened, and declared that pedagogies are part of the institution's raison d'être, and we must highlight the effort and commitment that many generations of academics and managers have made to benefit them. Today we are giving a clear signal that we are committed to such an important task as education and we as a University are concerned about continuing to improve our educational processes”, said the Rector of the house of studies, Dr. Nibaldo Avilés.

In the same way, the Academic Vice Rector and Executive Director of the PMI, Dr. Jorge Catalán, referred to the importance of the instance. “We have a great track record, responsibility and commitments that we must fulfill, and one of them is to provide conditions for the training of staff who train teachers (...); today the institutional commitment is to always train our students with a practical look and the inauguration of these diploma courses represents a historic moment in the training of the institution's educators”, he emphasized.

In this way, the graduates aim to contribute to the professional, disciplinary and pedagogical development of those whose mission is to train future teachers in the region and the country. "We hope that the diploma courses will be very useful for the reflection and academic training of teachers, fundamentally in this perspective of integration and trying to link the requirements both at the national level and those of the region," said the alternate executive director of the PMI , Dr. Fabian Araya.

Master class

The occasion was attended by Dr. Mario Sobarzo, member of the Executive Committee of the Chilean Observatory of Educational Policies of the University of Chile and academic of the Department of Philosophy of the Faculty of Humanities of the University of Santiago de Chile, who was in charge to present the keynote talk "Challenges in Initial Teacher Training: A look from Innovation and Pedagogical Research".

In this regard, the professional elaborated on the orientations of Latin American Public Policies and those specific to Initial Teacher Training, the transformations that the teaching profession has had and how meritocracy has affected it.

“We have to go back to the questions and assume the confusion of reality. Pedagogy, and those of us who dedicate ourselves to its teaching, today are gripped by questions that are external to the school, as we have indicated up to now, but also to contradictions inherent to the system itself. The knowledge that we declared as true just two decades ago is now being questioned. And the very possibility of founding new assumptions enters into a crisis shortly after they are implemented to build new knowledge”, affirmed the speaker.

For this reason, the academic argued that "pedagogy careers have been obliged to rethink the insertion processes of teachers in training and novices, adapting them to a permanent updating praxis."(See full presentation)

The ceremony ended with a discussion table, in which the directors of the respective graduates, Dr. Rodrigo Ruay and Dr. Sandra Álvarez, participated.

It is worth mentioning that, during the morning session, the UGIP team together with Dr. Sobarzo held a discussion, in which they reflected on the challenges that must be considered to address the processes of institutional improvement in teacher training, exchanging the experiences of the respective PMI developed in the various houses of study.

Source: Unit for the Integrated Management of Pedagogies (UGIP) | PMI FIP ULS1501 – CM ULS 1755

Participation in a seminar, a radio interview and a visit to tourist attractions in the region were some of the activities carried out by ULS academics and students.

During the last week, the Business Administration Engineering major with a Bachelor's Degree in Tourism Administration, attached to the Faculty of Social and Economic Sciences of the University of La Serena, participated in multiple activities associated with the celebration of World Tourism Day.

According to the World Tourism Organization, UNWTO, tourism represents 10% of the Gross Domestic Product (GDP) worldwide, employs 10% of the planet's workers, and is expected to continue growing at an annual rate of 3 % until 2030.  

This year, the theme of World Tourism Day is “Tourism and digital transformation.” According to the World Tourism Organization (UNWTO), thanks to technological advances in the tourism sector, we can contribute to the achievement of important development objectives in this area, whether in companies, inclusion, or the development of communities. local and the sustainability of the sector. The UNWTO considers that digital advances and innovation are part of the answer to the challenge of combining continuous growth with greater sustainability and responsibility in the tourism sector.  

For the Director of the race, Mg. Andrés Álvarez, “the importance of celebrating Tourism Day today is undeniable. As a career we diversify the ways in which the student understands the activity, for this reason it is important that while some academics address how Information and Communication Technologies have changed the way of understanding business, others can experience in the field the relevance of territorial planning and links with communities.”

Thus, within the framework of this celebration, students and academics of the degree participated in the Seminar: "The challenge of digital transformation in tourism", held in the city of Vicuña, thanks to the Invitation of the Illustrious Municipality of Vicuña.

Added to this is an interview on the Tribuna Social program on Radio Mistral al Mg. Andrés Álvarez and the organizing committee of the VII National Congress of Tourism Students, to be held on November 7, 8 and 9.

Visit to Valle del Encanto and Fray Jorge Park

In addition, a visit was made to the Valle del Encanto Historical Monument and the Fray Jorge Forest National Park, in the Limarí Province, managed by the academic, Wilson Rojas.

Regarding the field trip, academic Rojas highlighted that “it is important that students, especially first-year students, can learn about the main tourist attractions of our region, since the majority do not know them and can analyze in situ the transformations that "They can be done to develop more sustainable and inclusive tourism, and thus when they are professionals they can incorporate innovation and new technologies to the development of tourism in our region."

For student Daniela Villalobos, the Valle del Encanto and Fray Jorge “are two great attractions in the region, I think they have potential and should be more developed at the national level. "This field trip helps us know and recommend places and above all analyze the services, the environment and everything we can work on in the future to promote tourism in the region."

While the student Matías Olivares stated that "this helps a lot for the University to connect with the environment, and for us to go outside of La Serena itself and so that we can get to know our region to promote tourism in the future."

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The activity was organized by the Research and Development Directorate together with the Integrated Management of Pedagogies Unit (UGIP) -PMI FIP ULS1501- within the framework of the policy to encourage the publication of scientific articles.

The workshop titled “Scientific Writing and Publication in Indexed Journals: Key Tools for Success” was held with the purpose of promoting scientific publication at the University of La Serena in the area of ​​education. The event was directed by expert Ian Scott Kinney, scientific editor and creator of the Journal Revisions support space for researchers.

“It is not enough to write a good paper, because writing is a small percentage and is not the key to success, but rather how I can publish it by recognizing that this is a cyclical process (…). The idea is to be able to leave the participants with installed capabilities so they can be successful again with their publications,” said the expert.

On occasion, he explained that the elements that make up the “virtuous cycle” are related to the visibility of the article, the citations, the impact and the relevance that it obtains.

“The citation patterns show me the impact that the information produced at the moment is having. In simple terms, this means that receiving numerous citations of information that is invisible does not give me even a fraction of the size, unlike if I am cited by large sources of information. Secondly, it is important to recognize coherence, if I want to be cited by the greats, I must also cite sources that have visibility in the medium and thus mine will be much greater. Receiving a citation from a good journal means that, in the search results, my article has as much visibility as that journal,” said Ian.

He also emphasized that, in the analysis they carry out on the works to obtain greater possibilities of publication, they take into account the title, the keywords and the combination that these have in the article.

“The title is the set of keywords of the article, these will be the guide for how I design my text (…). Keywords with greater or lesser appearances in search engines will help us predict the possible impact of what I want to write, and if we can identify those trends or moments of emergencies, we will be able to better focus the lines of research to publish. This way we will avoid writing about topics that are already saturated,” said the speaker.

Academics from ULS pedagogy courses who are starting out in this field and who are interested in publishing their research work in scientific publications participated in the activity. For this reason, the professional announced that the University of La Serena, through the Research and Development Directorate, currently has an agreement with Journal Revisions, which allows advising the institution's researchers on the publication of their scientific articles. .

“We have consultancy quotas as part of this alliance, therefore, you can send us your work and we will review it at no cost. We identify weak points, do impact analysis and see feasibility of publication in scientific journals; Corrections are sent and then work is done on the final product,” the expert explained.

Finally, the professional presented some suggestions to consider when writing a research paper, among which are starting with global relevance, reducing everything to a group of keywords, choosing the sample size and methodology according to the current literature, demonstrate a concise, orderly and relevant theoretical base, clearly state what contribution the study seeks to make, make small innovations within the niche, identify which is the best journal to publish, among others.

It should be remembered that the workshop is part of the actions focused on the Institutional Improvement Plan for Pedagogies, which through the “Applied Pedagogical Research” subunit, seeks to enhance and increase scientific production in the area of ​​education. within the academic body of the institution.

Source: Unit for the Integrated Management of Pedagogies (UGIP) | PMI FIP ULS1501 – CM ULS 1755

The students and teachers of the undergraduate program organized their traditional exhibition of theoretical and didactic works.

With the aim of providing a vision regarding the creative, reflective and practical processes that account for their professional training, students of all levels and teachers of the Pedagogy in Early Childhood Education career at the ULS organized the Learning Sample of the I Semester 2018.

The activity carried out on the Isabel Bongard Campus and aimed at the educational community, included presentations of personal development guides, a book of cognitive functions, bachelor's seminar theses, precursors of Early Childhood Education, learning resources for boys and girls from 0 to 3, childhood photographs, integrated portfolio, diptychs of sociocultural personal development, and triptychs and infographics of the biological growth and development of the child.

The academic from the Department of Education, Dr. Rossana Godoy, pointed out that the purpose of this initiative is “to deepen the spaces for reflection and appreciation of what childhood is. The work, studies, didactics and resources that are shared (in the sample) aim to raise awareness in the community regarding our role, our commitment and how we are advancing in raising awareness as citizens in this commitment to the value of children's rights, with the value of the relationships we forge at this stage of their lives, with the value of looking at ourselves with an understanding of how we are doing and how we are addressing these relations".  

The opening of the exhibition was attended by directors, academics, students, children from the “Los Papayitos” Kindergarten and the community in general, who were able to approach the various stands and receive explanations from the students regarding their theoretical and didactic.

The activity also included a musical presentation by the student Pía Cabezas and the academic, Dr. Edgardo Carabantes.

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Teachers, active students and special guests participated in the event organized by the Directorate of the School of Pedagogy in the Humanities.

Complying with the tradition that the ULS English Pedagogy program carries out every year, the graduation ceremony was held in honor of the students who completed their undergraduate studies.

At the ceremony, which was attended by the Dean(s) of the Faculty of Humanities, Mg. Sandra Santander, academics and students of different levels, a distinction was given to the best graduate and/or to the one who obtained the best performance in their class, as well as to the graduate who, in the opinion of their classmates, best represents the spirit of the degree. , demonstrating honesty, perseverance, camaraderie, spirit of service and professionalism.

This year, the recognition for the best graduate was obtained by Fernando Castro, who pointed out that “receiving this recognition is very significant and demonstrates the effort I put into the years of my degree.” In turn, the distinction for the spirit of the race remained in the hands of Macarena Carvajal.

The final speech for the graduates was given by Dr. Nidia Slomp Órdenes, which was full of emotion and did not leave the new professionals indifferent. In his speech, in addition to congratulating those who complete this stage of teaching, he urged them to continue learning, keeping the hope that they can always expect more from life, giving themselves completely to what they like to do, which is teaching in the classroom. to students eager for knowledge.

The meeting ended with a toast of honor and a cocktail of camaraderie, where students and teachers interacted, at which time they were also able to receive a present from the Graduate Monitoring Office, which invited the already professionals to continue being part of his Alma Mater and informed about the work of the unit and how contact networks can be activated for his early job placement.

Source: DEIP Press

The “Conference on diagnostic evaluations of Initial Teacher Training” was organized by the Integrated Management Unit of Pedagogies (UGIP) within the framework of the Institutional Improvement Plan for Pedagogies (PMI FIP ULS1501) and took place during the month of September in the Covarrubias Hall of the University of La Serena.

Publicizing the main results of the diagnostic evaluations of Beginning and Initial Teacher Training (END) was the main purpose of the day in which authorities, representatives of the eleven pedagogies taught by the school, and teams associated with the accreditation participated. of the careers and professionals of the Center for Pedagogical Improvement, Experimentation and Research (CPEIP) of the Ministry of Education.

The evaluations are given in accordance with the provisions of Law 20.903, which creates the Teaching Professional Development System, and whose applications are part of a mandatory requirement for the respective accreditation of the courses. In the first instance, the institution is responsible for carrying out an initial evaluation of every student in the first year of any pedagogy career, with the aim of obtaining a diagnosis regarding aspects of reading comprehension, mathematical problem solving and study skills. and thus develop remedial strategies at different levels of study; and on the other hand, the CPEIP applies a second evaluation - mandatory to obtain the university degree - in the twelve months preceding the last year of the degree.

“The role that the UGIP has will be fundamental in the task of implementing the necessary improvements in the pedagogy courses of the University through the respective remedial plans, since it is the institutional unit that works so that the pedagogies are integrated and work in an coordinated,” explained on the occasion the alternate executive director of the PMI, Dr. Fabián Araya.

Initial Evaluation Results 2018

In this sense, the analysis of the results corresponding to the Initial Evaluation was presented by the UGIP team, led by Mg. Rodrigo Vega and supported by professionals Isabel Cavada and Lucille Dubó, who make up the “FIP Curricular Redesign Evaluation” subunit, in charge of generating evaluation and leveling instances for ULS pedagogy students.

Firstly, the professionals presented the socio-demographic characterization of the 359 students who responded to the survey, in which it was determined that 80% entered to study a career in pedagogy due to a “personal vocation”; 60,7% plan to work during their academic period; 8,8% declared having some level of disability (64,5% visual, 10,3% metaphorical language, 6,8% auditory and 6.4% motor) and 47% stated they had some command of the English languages ​​(98,8 .7,1%), German (2,9%), Italian (2,9%), Portuguese (2,4%) and French (XNUMX%).

Later, Mg. Rodrigo Vega explained the instruments applied and their respective objectives, and the main results obtained from them. Regarding the Reading Comprehension evaluation, the eleven pedagogies obtained a total average of 69%, placing themselves at a medium-high level, with the highest skill being “extraction of implicit information” with 79,6% and the lowest being of “interpretation of what was read (inferring)” with 45,1%; In the Mathematical Problem Solving evaluation they obtained a total average of 44%, representing a low level, where the skill that presented the highest percentage was “information processing” with 50,6% and the lowest one was “ use of disciplinary language” with 38,3%.

“We can say that students, according to their knowledge and identification of information, handle it very well, that is, they can know information and identify it effectively. The weakness is in the inference, in the interpretation of the information and that is where we have to start making decisions, reviewing whether our programs respond to the development of higher skills, that is, if they are focused on differential elements (...); and the second is that starting in 2016 the Quality Agency is stipulating work with the channels of informative and progressive evaluation, and that represents a fundamental change in perception from an evaluation of learning to an evaluation for learning, and “That represents a greater challenge for us,” said the Mg. Rodrigo Vega.

In this context, attendees participated in the workshop "Collaborative work between entities involved in the initial training of teachers", which aimed to generate substantial inputs for the development of a pilot leveling plan, which aims to contribute to the strengthening of skills. of the students, based on their performance in the initial diagnostic evaluation, and which will be applied in the careers of Pedagogy in Biology and Natural Sciences, in Ped. in History and Geography, and Ped. in Basic General Ed.

“The idea is that the improvement instances for first-year students can be strengthened with the different areas that the University has and thus we can work collaboratively,” emphasized the head of the subunit.

CPEIP: Results of the FID National Diagnostic Evaluation

During the afternoon, the second stage of the evaluation day began, in which professionals Evelyn López and Marco Yupanqui, who are part of the initial teacher training area of ​​the CPEIP, presented the results of the national evaluation at the institutional level.
The results represent the evaluations applied during 2017 to ULS pedagogy students, which measured pedagogical, disciplinary and didactic knowledge, and pedagogical reflection.

According to the data provided by professionals, at the national level there were 20.215 students who registered for their exam, of which 17.971 attended, equivalent to 88.9%. For its part, at the institutional level there were 240 registered, of which 221 took the exam, representing 92,10% of the total.

See Report by university

Source: Unit for the Integrated Management of Pedagogies (UGIP) | PMI FIP ULS1501 – CM ULS 1755