{"id":2982,"date":"2024-05-16T14:08:20","date_gmt":"2024-05-16T14:08:20","guid":{"rendered":"https:\/\/jornadasinnovaciondocente.usj.es\/?post_type=posteres&#038;p=2982"},"modified":"2024-06-10T11:22:01","modified_gmt":"2024-06-10T11:22:01","slug":"beliefs-of-secundary-school-teachers-in-training-about-chess-and-the-17-goals-to-transform-our-world","status":"publish","type":"posteres","link":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/posteres\/beliefs-of-secundary-school-teachers-in-training-about-chess-and-the-17-goals-to-transform-our-world\/","title":{"rendered":"Beliefs of Secundary School teachers-in-training about chess and the 17 Goals to Transform Our World"},"content":{"rendered":"<h4 style=\"text-align: center;\">Sant\u00e1gueda-Villanueva, M.<br \/>\nJuan-Verdoy, P.<br \/>\nLluch Per\u00eds, A. M.<\/h4>\n<p><strong>Palabras clave: games, sustainable development, teachers, chess<\/strong><\/p>\n<p>The study delves into the incorporation of chess into teacher training programs to bolster the competencies of future educators, with a specific focus on enhancing computational thinking (CT) and unplugged computational thinking (UCT) skills while aligning with the United Nations&#8217; 17 Goals to Transform Our World. Utilizing a phenomenological approach, data was gathered from 45 master&#8217;s students through a questionnaire. The findings showcase diverse perceptions of chess among participants, with notable attention given to its gaming dynamics, cognitive advantages, and inclusive characteristics. Moreover, the study identifies a prevailing lack of confidence among respondents in playing chess, underscoring the need for additional training initiatives. Overall, the findings underscore a growing interest among educators in harnessing chess as a pedagogical tool to address overarching societal objectives, notably in the realms of educational quality and gender equality.<\/p>\n","protected":false},"author":1,"featured_media":3190,"comment_status":"open","ping_status":"open","template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":""},"ponente":[472,473,460],"lineas_tematicas":[463],"modalidades":[68],"acf":[],"_links":{"self":[{"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/posteres\/2982"}],"collection":[{"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/posteres"}],"about":[{"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/types\/posteres"}],"author":[{"embeddable":true,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/comments?post=2982"}],"version-history":[{"count":1,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/posteres\/2982\/revisions"}],"predecessor-version":[{"id":2983,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/posteres\/2982\/revisions\/2983"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/media\/3190"}],"wp:attachment":[{"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/media?parent=2982"}],"wp:term":[{"taxonomy":"ponente","embeddable":true,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/ponente?post=2982"},{"taxonomy":"lineas_tematicas","embeddable":true,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/lineas_tematicas?post=2982"},{"taxonomy":"modalidades","embeddable":true,"href":"https:\/\/jornadasinnovaciondocente.usj.es\/xiijornada\/wp-json\/wp\/v2\/modalidades?post=2982"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}