Alonso Martirena, Yolanda
Loading...
Email Address
person.page.identifierURI
Birth Date
Job Title
Last Name
Alonso Martirena
First Name
Yolanda
person.page.departamento
Ciencias humanas y de la educaciĆ³n
person.page.instituteName
ORCID
person.page.observainves
person.page.upna
Name
- Publications
- item.page.relationships.isAdvisorOfPublication
- item.page.relationships.isAdvisorTFEOfPublication
- item.page.relationships.isAuthorMDOfPublication
2 results
Search Results
Now showing 1 - 2 of 2
Publication Open Access Incidencia de la atenciĆ³n plena en funciones cognitivas, intrapersonales e interpersonales(2014) Alonso Martirena, Yolanda; Zufiaurre Goicoechea, BenjamĆn; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien FakultateaEn la actualidad, la enseƱanza afronta el reto de proveer una educaciĆ³n de calidad a todo el alumnado. El principal motor del cambio es el/la maestro/a y sus actitudes; en este contexto, la atenciĆ³n no debe ser planteada como uno mĆ”s de los muchos componentes de las realidades educativas, sino como el proceso de cambio. Esta investigaciĆ³n se centra en registrar la incidencia de la prĆ”ctica de atenciĆ³n plena sobre algunos procesos claves que se dan en la escuela: desde las propias actividades del contenido curricular, hasta las de desarrollo personal. Con un propĆ³sito final de difundir entre los/las docentes el nivel de incidencia. Se valora la incidencia de la actividad de atenciĆ³n plena sobre los resultados del alumnado de 4Āŗ de Primaria, mediante ejercicios memorĆsticos y algorĆtmicos. Mediante observaciĆ³n y autoevaluaciĆ³n del propio alumnado, se valora la percepciĆ³n en la variaciĆ³n del bienestar tras los ejercicios previos de relajaciĆ³nPublication Open Access An engagement-based school experience as a premise of wellbeing(Elsevier, 2017) Alonso Martirena, Yolanda; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza ZientziakIn the challenge of providing a quality education to all students, one of the main driving forces of change is the teacher and his/her attitudes; the need to address inclusion and participation of everyone therefore affects the teaching and the organization of the School. In response to this āwithin the context of the formation of the European POSitivitiES project and based on the perception that students were more receptive after a session of yoga performed at a Navarre schoolā we evaluated the impact of practicing mindfulness on some key processes in schools: from activities inherent to the curriculum content to personal development. It originates in the dissemination of results between the teachers, at the classroom micro-system level and at the school micro-system level. We concluded that individual wellbeing, of the students and the teachers, improves relationships between components of the Educational Institution, improves commitment and engagement and allows pedagogical practices from the flow.