{"id":7456,"date":"2018-07-04T23:52:54","date_gmt":"2018-07-04T23:52:54","guid":{"rendered":"https:\/\/cersin.40elefantes.com.es?page_id=7456"},"modified":"2022-03-31T08:08:35","modified_gmt":"2022-03-31T08:08:35","slug":"tesis","status":"publish","type":"page","link":"https:\/\/cersin.40elefantes.com.es\/ca\/tesis\/","title":{"rendered":"Tesis"},"content":{"rendered":"[vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”1″ padding_bottom=”1″][vc_column][vc_empty_space height=”20px”][vc_column_text]\n

Tesis<\/strong><\/h2>\n[\/vc_column_text][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column]Relaci\u00f3 de tesis doctorals que els membres del CERSIN dirigeixen relacionades amb la tem\u00e1tica.<\/strong><\/span>[\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column][vc_accordion style=”accordion”][vc_accordion_tab title=”1. Teachers perspective on inclusive methodologies in primary schools in Shanghai.” icon=””][vc_column_text]T\u00edtol: <\/strong>Teachers perspective on inclusive methodologies in primary schools in Shanghai<\/p>\n

Doctorand\/a: <\/strong>Dandan Li<\/p>\n

Direcci\u00f3: <\/strong>Josep M. Sanahuja i Mar Badia<\/p>\n

Data prevista finalitzaci\u00f3: <\/strong>2022<\/p>\n

In order to ensure effectively equitable education for the disabled children, China has implemented a practical model on inclusive education—LRC (Learning in the Regular School) in 1980s. The education has never been stagnant, and today educators face the double challenge of keeping pace with rapid advances in education research while also adapting to the social and political circumstances, especially within the vision of inclusive education. Teachers are of critical importance in any reform designed to improve inclusion. A mixed research approach will be implemented to examine teacher inclusive methodologies in primary schools in Shanghai in the thesis. To examine the perspective of primary teachers on inclusive methodologies in China, the specific objectives try to describe the development of inclusive methodologies in China; to identify the facilitators of and barriers to apply inclusive methodologies and to highlight the importance of inclusive methodologies to meet every student\u2019s need.<\/p>\n

Paraules clau: <\/strong>inclusion, teaaching strategies, teacher training.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”2. Salut mental en families amb nens amb autisme.” icon=””][vc_column_text]T\u00edtol: <\/strong>Salut mental en families amb nens amb autisme<\/p>\n

Doctorand\/a: <\/strong>Amirhossein Montazeri<\/p>\n

Direcci\u00f3: <\/strong>Mar Badia i Josep M. Sanahuja<\/p>\n

Data prevista finalitzaci\u00f3<\/strong>: 2022<\/p>\n

The aim is to obtain information about the trauma of the autism and the family’s psychological health and to treat their families. If we pay attention to the mental health of most of the families of autism, we will be able to get to the conclusion that we can start educating the mental health of families from schools, social environments and students.<\/p>\n

Keywords: <\/strong>autism, mental health, parents, family,iran, DSM-5.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”3. Les Arts Esc\u00e8niques com a generadores de canvi en la dimensi\u00f3 socioemocional, art\u00edstica i sociocultural.” icon=””][vc_column_text]T\u00edtol:<\/strong> Les Arts Esc\u00e8niques com a generadores de canvi en la dimensi\u00f3 socioemocional, art\u00edstica i sociocultural.<\/p>\n

Doctoranda<\/strong>: Xesca Vela Carmona<\/p>\n

Direcci\u00f3:<\/strong> Josep M. Sanahuja i Mar Moron<\/p>\n

Data prevista finalitzaci\u00f3<\/strong>: 2022<\/p>\n

Les Arts han acompanyat als humans al llarg de la pr\u00f2pia exist\u00e8ncia, s\u00f3n el vehicle de comunicaci\u00f3 pel qual es canalitzen les emocions i desperten la curiositat pel m\u00f3n intern i extern de la persona. En aquesta tesi s\u2019investiga com les Arts Esc\u00e8niques s\u00f3n generadores de canvi en la dimensi\u00f3 socioemocional, art\u00edstica i sociocultural d\u2019una comunitat educativa en estudis secundaris obligatoris (ESO). S\u2019ha fet un seguiment al llarg d\u2019un curs acad\u00e8mic a un grup d\u2019adolescents de l\u2019institut Vallbona d\u2019Anoia, que cursen l\u2019optativa d\u2019Arts Esc\u00e8niques i Dansa (4t de l\u2019ESO) i a la comunitat educativa que els envolta: els docents, les fam\u00edlies, els membres del personal administratiu i servei. Durant el curs acad\u00e8mic 2020-2021, es van proposar diverses activitats teatrals generadores de canvi en les tres dimensions anomenades i es verifica com \u00e9s de beneficiosa la pres\u00e8ncia de les Arts Esc\u00e8niques a l\u2019educaci\u00f3 per aquest motiu es reivindica la necessitat de contemplar el teatre com a mat\u00e8ria a nivell curricular dins l\u2019educaci\u00f3 obligat\u00f2ria.<\/p>\n

Paraules clau:<\/strong> Arts Esc\u00e8niques, ESO, comunitat educativa.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”4. Desarrollo de competencias emocionales en personas con discapacidad: una intervenci\u00f3n con el ambiente.” icon=””][vc_column_text]T\u00edtol: <\/strong>Desarrollo de competencias emocionales en personas con discapacidad: una intervenci\u00f3n con el ambiente.<\/p>\n

Doctorand\/a: <\/strong>Gabriela Rangel<\/p>\n

Direcci\u00f3: <\/strong>Mar Badia i S\u00edlvia Blanch<\/p>\n

Data prevista finalitzaci\u00f3: <\/strong>2022<\/p>\n

Con este estudio observacional se explorar\u00e1 y analizar\u00e1 la comunicaci\u00f3n y el cambio generado tras la implementaci\u00f3n de un programa que brinda estrategias a los padres y madres para hablar de emociones con sus hijos e hijas con necesidades complejas de comunicaci\u00f3n (NCC). A pesar de haber diversos estudios en el tema de educaci\u00f3n emocional, las estrategias, intervenciones e investigaciones con personas con NCC siguen siendo insuficientes. Las personas con dificultades en la parla, necesitan un ambiente que permita la adquisici\u00f3n de habilidades que promuevan la competencia emocional y comunicativa. Es por ello que se investiga c\u00f3mo se pueden promover espacios para hablar de emociones y apoyar en el desarrollo de la competencia emocional en personas con NCC dentro de un marco centrado en la prevenci\u00f3n y desarrollo y desde contextos de interacci\u00f3n naturales.<\/p>\n

Palabras clave: <\/strong>necesidades complejas de comunicaci\u00f3n, competencia emocional, comunicaci\u00f3n, cambio, CAA.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”5. La formaci\u00f3 inicial en Educaci\u00f3 Inclusiva en els Graus d’Educaci\u00f3 Prim\u00e0ria a les universitats p\u00fabliques catalanes.” icon=””][vc_column_text]T\u00edtol:\u00a0 <\/strong>La formaci\u00f3 inicial en Educaci\u00f3 Inclusiva en els Graus d’Educaci\u00f3 Prim\u00e0ria a les universitats p\u00fabliques catalanes.<\/p>\n

Doctorand\/a: <\/strong>X\u00e8nia Garcia<\/p>\n

Direcci\u00f3<\/strong>: Oscar Mas i Josep M. Sanahuja<\/p>\n

Data prevista finalitzaci\u00f3: <\/strong>2022<\/p>\n

Si es vol avan\u00e7ar cap a un model d\u2019inclusi\u00f3 real a les aules, la import\u00e0ncia de la selecci\u00f3 i la formaci\u00f3 del professorat \u00e9s una pe\u00e7a clau. Esdevenir docent en un sistema cada vegada m\u00e9s exigent haur\u00e0 de preveure for\u00e7osament les bases competencials i les habilitats personals que requereixen l\u2019assumpci\u00f3 del lideratge educatiu. Analitzar la formaci\u00f3 impartida i realitzar un pla de millores, si es requereix, \u00e9s el nucli d\u2019aquesta proposta de tesis doctoral.<\/p>\n

Paraules clau: <\/strong>Inclusi\u00f3, formaci\u00f3, compet\u00e8ncies docents.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”6. Relaci\u00f3n entre competencia profesional y mercado laboral. Hacia la mejora del perfil competencial en la educaci\u00f3n superior.” icon=””][vc_column_text]T\u00edtol: <\/strong>Relaci\u00f3n entre competencia profesional y mercado laboral. Hacia la mejora del perfil competencial en la educaci\u00f3n superior.<\/p>\n

Doctorand\/a: <\/strong>Adriana Antonieta Romero Sandoval<\/p>\n

Direcci\u00f3: <\/strong>Jos\u00e9 Tejada y \u00d2scar Mas<\/p>\n

Data prevista finalitzaci\u00f3: <\/strong>2018<\/p>\n

El estudio valora la relaci\u00f3n entre las competencias gen\u00e9ricas del perfil competencial adquiridas en algunos grados universitarios y los requerimientos del mercado de trabajo ecuatoriano.<\/p>\n

Paraules Clau:<\/strong> universidad, competencias gen\u00e9ricas, mercado laboral, competencias profesionales.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”7. Desenvolupament de les compet\u00e8ncies socials en l\u2019alumnat amb TEA dins l\u2019escola inclusiva.” icon=””][vc_column_text]T\u00edtol: <\/strong>Desenvolupament de les compet\u00e8ncies socials en l\u2019alumnat amb TEA dins l\u2019escola inclusiva.<\/p>\n

Doctorand\/a: <\/strong>Rosa Fortuny<\/p>\n

Direcci\u00f3: <\/strong>Josep M. Sanahuja<\/p>\n

Data prevista finalitzaci\u00f3: <\/strong>2022<\/p>\n

Es pret\u00e9n con\u00e8ixer de manera m\u00e9s profunda el trastorn de l’Espectre Autista (TEA) i la seva valoraci\u00f3 en el desenvolupament de les compet\u00e8ncies socials dins l’\u00e0mbit escolar. Si es t\u00e9 en compte que les compet\u00e8ncies implicades en el creixement social suposen una de les necessitats educatives detectades en aquest alumnat, es fa imprescindible poder donar als mestres un programa d\u2019intervenci\u00f3 psicopedag\u00f2gic que els serveixi com una guia d\u2019actuaci\u00f3 per a treballar amb tots els alumnes del centre i, espec\u00edficament, amb els alumnes diagnosticats de TEA, per tal de que tots puguin assolir les compet\u00e8ncies socials que se\u2019ls hi demana durant l\u2019escolaritat.<\/p>\n

Paraules clau: <\/strong>Inclusi\u00f3 educativa, necessitats educatives, autisme, compet\u00e8ncies socials.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”8. La obligaci\u00f3n de realizar ajustes razonables del puesto de trabajo a personas con discapacidad: Origen, evoluci\u00f3n y configuraci\u00f3n actual” icon=””][vc_column_text]T\u00edtol: <\/strong>La obligaci\u00f3n de realizar ajustes razonables del puesto de trabajo a personas con discapacidad: Origen, evoluci\u00f3n y configuraci\u00f3n actual.<\/p>\n

Doctorand\/a: <\/strong>David Gutierrez<\/p>\n

Direcci\u00f3: <\/strong>Ricardo Esteban<\/p>\n

Data finalitzaci\u00f3<\/strong>: 2018<\/p>\n

Pretende abordar la obligaci\u00f3n de realizar ajustes razonables en el puesto de trabajo, prevista en el art\u00edculo 5 de la Directiva 2000\/78, y transpuesta al ordenamiento jur\u00eddico espa\u00f1ol en el art\u00edculo 40.2 del Real Decreto Legislativo 1\/2013, de 29 de noviembre, por el que se aprueba el Texto Refundido de la Ley General de derechos de las personas con discapacidad y de su inclusi\u00f3n social. En concreto, se pretende analizar con especial atenci\u00f3n el surgimiento, la evoluci\u00f3n del tratamiento legal y la configuraci\u00f3n actual de la misma, ofreciendo para ello una perspectiva internacional, europea y espa\u00f1ol de la configuraci\u00f3n de esta obligaci\u00f3n.<\/p>\n

Palabras clave: <\/strong>Discapacidad, derecho laboral, trabajo[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”10. Examining the Barriers to Inclusive Education for Students with Special Educational Needs. A Case Study of Two Primary Schools in Mainland China” icon=””][vc_column_text]T\u00edtol: <\/strong>Examining the Barriers to Inclusive Education for Students with Special Educational Needs. A Case Study of Two Primary Schools in Mainland China<\/p>\n

Doctorand\/a: <\/strong>Tan Qinyi<\/p>\n

Direcci\u00f3: <\/strong>Josep M. Sanahuja<\/p>\n

Data finalitzaci\u00f3<\/strong>: 2014<\/p>\n

The purpose of the study was to explore the barriers to inclusion of students with special educational needs in two regular primary schools within the Chinese socio-cultural context through the Index for Inclusion in five dimensions, including attitudes and values, classroom management and class size, school leadership and collaboration, teacher education, and physical environment.<\/p>\n

In order to meet the diversity of inclusion for special educational needs in regular classrooms, it attempted to implement the instruments of questionnaires (Index for Inclusion), interviews, focus group discussions and documents to collect the data in the primary schools through a case study. Data was gathered from two primary schools, and teachers, parents, students and school principle participated in the study.<\/p>\n

It found that there were several barriers in the schools, especially the attitudes and values, and teacher education through methodological triangulation. Besides, the class size was large, and local communities and families were seldom participated in the school activities in the process of inclusion. In conclusion, inclusive education is a process, China was experiencing the primary stage, attitudes and values, classroom management and class size, school leadership and collaboration, teacher education, and physical environment should be improved in mainland China.<\/p>\n

Keywords: <\/strong>Inclusion, barriers to learning and participation, special needs, Index for Inclusion[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”11. Disciplina Escolar: desarrollo y aplicaci\u00f3n de un programa actitudinal-cognitivo para la formaci\u00f3n permanente del profesorado de educaci\u00f3n primaria.” icon=””][vc_column_text]T\u00edtol: <\/strong>Disciplina Escolar: desarrollo y aplicaci\u00f3n de un programa actitudinal-cognitivo para la formaci\u00f3n permanente del profesorado de educaci\u00f3n primaria.<\/p>\n

Doctorand\/a: <\/strong>Rosalba Zamudio Villafuerte<\/p>\n

Direcci\u00f3: <\/strong>Mar Badia i Concepci\u00f3 Gotzens.<\/p>\n

Data finalitzaci\u00f3: <\/strong>2022<\/p>\n

La disciplina refiere el conjunto de normas, reglas y procedimientos aplicables al aula con la finalidad de generar las condiciones \u00f3ptimas para la consecuci\u00f3n de las metas de aprendizaje. Como instrumento del proceso instruccional, su gesti\u00f3n exige un conjunto de principios proposicionales derivados del campo psicopedag\u00f3gico. Desafortunadamente para la gesti\u00f3n de la disciplina en el aula, el profesorado se apoya en sus habilidades innatas y medios inmediatos, llev\u00e1ndola hacia un fracaso seguro. El presente estudio aborda el problema alrededor de este planteamiento: \u00bfCu\u00e1les son las herramientas profesionales en t\u00e9rminos actitudinales y cognitivos en posesi\u00f3n del profesorado para establecer la disciplina escolar como condici\u00f3n necesaria del proceso ense\u00f1anza aprendizaje? \u00bfQu\u00e9 factores permiten al profesorado rebasar la barrera de las creencias instauradas sobre el sentido com\u00fan al gestionar la disciplina, para desarrollar actitudes y conocimientos correctos en beneficio del proceso instruccional? El encuadre metodol\u00f3gico apunt\u00f3 a: Determinar el impacto que sobre las esferas cognitivo-actitudinal del profesorado de educaci\u00f3n primaria, despliega un programa de formaci\u00f3n sobre disciplina escolar, cuyos contenidos la expliquen como instrumento preventivo en el establecimiento de las condiciones \u00f3ptimas del aula en beneficio del proceso ense\u00f1anza-aprendizaje.<\/p>\n

Palabras clave<\/strong>: Disciplina escolar, profesorado, alumnado, creencias.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”12. La formaci\u00f3 laboral per a les persones amb discapacitat intel\u00b7lectual i la seva qualitat de vida: percepcions de pares,
\nestudiants i docents d’un programa de formaci\u00f3 a Xile.” icon=””][vc_column_text]T\u00edtol<\/strong>: La formaci\u00f3 laboral per a les persones amb discapacitat intel\u00b7lectual i la seva qualitat de vida: percepcions de pares, estudiants i docents d’un programa de formaci\u00f3 a Xile.<\/p>\n

Doctorand<\/strong>: Paula Contesse Carvacho<\/p>\n

Director<\/strong>: Josep M. Sanahuja i Pilar Pineda<\/p>\n

Data prevista finalitzaci\u00f3<\/strong>: 2021<\/p>\n

Aquesta investigaci\u00f3 analitza com un programa de formaci\u00f3 sociolaboral, destinat a joves amb discapacitat intel\u00b7lectual (DI), contribueix a la seva qualitat de vida, considerant la percepci\u00f3 dels propis estudiants, els seus pares i el cos docent; paral\u00b7lelament s’avalua el curr\u00edculum i la metodologia, amb la qual cosa es tindria una visi\u00f3 completa del programa. Per a aix\u00f2 es consideren les vuit dimensions del model de Qualitat de Vida de Schalock i Verdugo: Desenvolupament personal, Autodeterminaci\u00f3, Relacions interpersonals, Inclusi\u00f3 social, Drets, Benestar Emocional, Benestar F\u00edsic i Benestar Material. La investigaci\u00f3 t\u00e9 un car\u00e0cter mixt seq\u00fcencial, ja que es porta a terme en dues fases diferents interrelacionades, una fase quantitativa i una altra fase qualitativa buscant comprendre i interpretar una realitat poc explorada i considerant els significats de les pr\u00f2pies persones.<\/p>\n

Paraules clau<\/strong>: Discapacitat intel\u00b7lectual, Qualitat de vida, formaci\u00f3 i inclusi\u00f3 laboral.[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”13. Educaci\u00f3 Inclusiva en la Formaci\u00f3 Inicial Docent a les Universitats Xilenes. ” icon=””][vc_column_text]T\u00edtol:<\/strong> Educaci\u00f3 Inclusiva en la Formaci\u00f3 Inicial Docent a les Universitats Xilenes.<\/p>\n

Doctoranda<\/strong>: Ximena Luisa Oyarzo Vela\u0301squez<\/p>\n

Direcci\u00f3:<\/strong> Josep M. Sanahuja<\/p>\n

Data prevista finalitzaci\u00f3<\/strong>: 2024<\/p>\n

El treball pret\u00e9n abordar la tem\u00e0tica de les compet\u00e8ncies professionals per a la formaci\u00f3 de professors des d’ un enfocament inclusiu, assumint que tots els professors, sigui quin sigui el seu nivell educatiu en el qual s’ exerceixin haurien de tenir coneixements te\u00f2rics i pr\u00e0ctics sobre m\u00faltiples estrat\u00e8gies d’ atenci\u00f3 a la diversitat a l’ aula amb un enfocament inclusiu; comprenent que l’educaci\u00f3 inclusiva \u00e9s sens dubte un dels desafiaments m\u00e9s importants que enfronten les escoles i els docents avui dia. Aquesta recerca ser\u00e0 de tipus mixta, amb un disseny fenomenol\u00f2gic, com a instruments de recol\u00b7lecci\u00f3 s’utilitzaran q\u00fcestionaris, t\u00e8cnica de grups focals, revisi\u00f3 de documents i entrevistes, s’identificar\u00e0 la mostra per quotes, representatives de diferents institucions d’Educaci\u00f3 Superior de Xile, que imparteixen les carreres de Pedagogies en Educaci\u00f3 Parvulari, Pedagogia en Educaci\u00f3 B\u00e0sica i Pedagogia en Educaci\u00f3 Diferencial, que pertanyin al Consell de Rectors del nostre pa\u00eds.<\/p>\n

Paraules clau:<\/strong> Formaci\u00f3 inicial, docent, grau educaci\u00f3 prim\u00e0ria.[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"

[vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”1″ padding_bottom=”1″][vc_column][vc_empty_space height=”20px”][vc_column_text] Tesis [\/vc_column_text][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column][vc_accordion style=”accordion”][vc_accordion_tab title=”1. Teachers perspective on inclusive methodologies in primary schools in Shanghai.” icon=””][vc_column_text]T\u00edtol: Teachers perspective on inclusive methodologies in primary schools in Shanghai…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"full_width.php","meta":[],"yoast_head":"\nTesis - CERSIN<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cersin.40elefantes.com.esca\/tesis\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Tesis - CERSIN\" \/>\n<meta property=\"og:description\" content=\"[vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”1″ padding_bottom=”1″][vc_column][vc_empty_space height=”20px”][vc_column_text] Tesis [\/vc_column_text][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column][vc_accordion style=”accordion”][vc_accordion_tab title=”1. 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