28/04/2021
Marie Skłodowska-Curie Actions

MSCA-PF: Joint application at the University of Granada. Department of Didactics and School Organization

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  • OFFER DEADLINE
    26/08/2021 11:00 - Europe/Brussels
  • EU RESEARCH FRAMEWORK PROGRAMME
    HE / MSCA
  • LOCATION
    Spain, Granada
  • ORGANISATION/COMPANY
    International Research Projects Office
  • DEPARTMENT
    Promotion and Advisory Unit
  • LABORATORY
    NA

Professor José Gijón Puerta, from the Department of Didactics and School Organization at the University of Granada, welcomes postdoctoral candidates interested in applying for a Marie Skłodowska-Curie Postdoctoral Fellowships (MSCA-PF) in 2021 at this University. Please note that applicants must comply with the Mobility Rule (more information about the 2020 call: http://sl.ugr.es/0aNV, the 2021 call is not yet open).

Brief description of the institution:

The University of Granada (UGR), founded in 1531, is one of the largest and most important universities in Spain. With over 60.000 undergraduate and postgraduate students and 6.000 staff. UGR offers a total of 89 degrees, 110 master’s degrees and 28 doctoral programmes through its 123 departments and 27 centers. Consequently, the UGR offers one of the most extensive and diverse ranges of higher education programmes in Spain.

The UGR has awarded with the "Human Resources Excellence in Research (HRS4R)", which reflects the UGR’s commitment to continuously improve its human resource policies in line with the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers. UGR is also a leading institution in research, located in the top of Spanish universities by a variety of ranking criteria, such as national R&D projects, fellowships awarded, publications, or international funding. UGR is one of the few Spanish Universities listed in the Shanghai Top 500 ranking - Academic Ranking of World Universities (ARWU) (http://sl.ugr.es/0bsW). The UGR is amongst the 201-300 first universities of the world, between 2nd-5th position of Spanish universities and number 1 in the Andalusian Region in the Shanghai Top 500 ranking. Specialties at UGR that stand out are Library & Information Science (position 32) and Food Science & Technology (position 36). Moreover, the UGR is also situated amongst the first 100 universities in Mining & Mineral Engineering between (76th-100th position), in Mathematics (between 76th-100th position) and in Hospitality & Tourism Management (between 76th-100th position). The edition of the ARWU places the UGR in 201-300th position in the world and as the 4th highest ranked University in Spain, reaffirming its position as an institution at the forefront of national and international research.

Additionally, the UGR has 8 researchers at the top of the Highly Cited Researchers (HCR) list in Computer Sciences & Engineering (position 101-150). It is also well recognized for its web presence (http://sl.ugr.es/0a6i), being positioned at 43th place in the top 200 Universities in Europe.

Internationally, we bet decidedly by our participation in the calls of the Framework Programme of the European Union. For the duration of the last two Framework Programmes, the UGR has obtained a total of 67 projects, with total funding of 18.029 million euros, and for H2020, 118 projects with total funding around 29.115 million euros.

Brief description of the Centre/Research Group:

There are currently 12 research groups in the DOE Department, among which is ProfesioLab (SEJ059) to which I belong (I have been Director between 2010 and 2020). This interdisciplinary group includes researchers in the areas of education from the Universities of Granada and Jaén, and international collaborators from European and American universities, such as Wisconsin-Madison, METU University, Ankara, Reims Champagne - Ardenne-. Since its foundation in 2010, the group has developed different lines of research, applying quantitative and qualitative methods, especially the biographical-narrative, and developing professional development actions for teachers of all educational levels. The members of the group have participated in both national and internal projects related to different lines: Early childhood development, (e.g., 3 projects of the Grow Well to Live Well, for the Bolivian government, financed by the IDB -implementation of early stimulation rooms, design of quality standards in preschool education, baseline of child development in Bolivia, personnel selection, etc. -); Competency-based training models in technical and higher education (e.g., projects in Chile, for universities such as INACAP or UC-DUOC, Ministry of Education, DUOC program, financed by the IBRD); Training of teachers of mathematics for the use of ICT / robotics (Costa Rica, financed by the IDB); Entrepreneurship and professional training (e.g., in Spain - Morocco to support entrepreneurs, with ERDF funding, or in Turkey, for the definition of professional qualifications, with EuropeAid funding).

Project description:

Well-informed citizens ensure critical analysis of news in the mass media and appropriate decision-making on issues of environmental or health policy. Among the questions that they should know well, are the scientific theories that have revolutionized society. Among them, the theory of evolution in 1859. The knowledge and acceptance of the theory of evolution within university students is a new line of research that I have started, in collaboration with other colleagues at the University of Granada in areas such as biology or medicine.

In relation to religious or personal convictions, there is a part of the population that does not accept the theory of evolution. Likewise, knowledge of it at university levels is not adequate. Thus, we have started studies on the levels of acceptance and knowledge of the theory of evolution, collaborating with professors from different areas of Spanish and European universities[1]. In this line of research, we can board: Knowledge and acceptance of the theory of evolution by university students, especially those in the biomedical areas, future teachers of secondary education and teachers of primary education, and university teaching staff; revision of didactic materials for teaching the theory of evolution at non-university educational levels; or revision of the university curricula in relation to the contents on evolutionary theory.

[1] Gijón Puerta, Botella López, and Lizarte Simón, “Validation of the KEE (Theory of Evolution Knowledge) and MATE (Theory Acceptance) Questionnaires in Students of the University of Granada. SESSION S8 . EVOLUTION OF AND BY HUMANS.”

[1] Michael L. Rutledge and Kim C. Sadler, “Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) Instrument with University Students.”

Research Area:

  • Social Sciences and Humanities (SOC)
  • Life Sciences (LIFE)

For a correct evaluation of your candidature, please send the documents below to Professor José Gijón Puerta (josegp@ugr.es):

  • CV
  • Letter of recommendation (optional)

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