scholarly journals Estudio preliminar de las percepciones de los estudiantes del Grado de Maestro de Primaria sobre el desarrollo de sus competencias profesionales

2019 ◽  
Vol 27 ◽  
pp. 147
Author(s):  
Mercedes Cuevas López ◽  
Francisco Díaz Rosas
Keyword(s):  
Primary Education ◽  
Acceptable Level ◽  
Education Economics ◽  
Student Opinions ◽  
Education Degree ◽  
Competencias Profesionales ◽  
Faculties Of Education ◽  
The University

This study, an analysis of the specific skills acquired through the primary education degree, was carried out at one of the University of Granada’s faculties offering this degree. This work reviewed the teaching guides of curriculum subjects to check the skills intended to be acquired from them. Subsequently, Student opinions of the faculties of education, economics and technology in Ceuta was collected to determine to what extent the students perceive having acquired these skills. The sample consists of 105 students in different stages of the degree. The results obtained show an acceptable level of skills acquired, and at the same time, the existence of certain training deficiencies. The authors conclude it is advisable to extend the study to other faculties of the University of Granada to determine whether the educational deficiencies affect the design of the degree.

scholarly journals Developing reflective primary teachers: talking science and speaking English as an additional language

2015 ◽  
Vol 17 (2) ◽  
pp. 328
Author(s):  
Gloria Jové Monclus ◽  
Charly Ryan ◽  
Esther Betrián Villas
Keyword(s):  
Primary Education ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Community Resources ◽  
Science Content ◽  
Teaching Plan ◽  
Education Degree ◽  
The University ◽  
English Students

In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice.

scholarly journals Who changes the course of history? Historical agency in the narratives of Spanish pre-service primary teachers

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Laura Arias-Ferrer ◽  
Alejandro Egea-Vivancos
Keyword(s):  
Primary Education ◽  
Primary Teachers ◽  
Master Narrative ◽  
Spanish History ◽  
Distorted Image ◽  
Units Of Analysis ◽  
Education Degree ◽  
Historical Agency ◽  
The University

Brief narratives created by pre-service teachers on a primary education degree course at the University of Murcia (Spain) were analysed to identify the ways in which they presented historical agents in European and Spanish history. The main units of analysis were categorized by the type of agent introduced in each narrative (individual, collective and institutional), then by identifying agents as either active or passive, and finally by describing the characteristics of their actions in terms of reasons and causes/consequences. The results reveal an emphasis on individual agents and the persistence of a superficial historical master narrative that perpetuates a distorted image of history.

scholarly journals Valoración sobre la formación en la mención de Educación Física, por parte del alumnado de Grado en Educación Primaria (Primary Education degree students’ assessment of training in the area of Physical Education)

Retos ◽  
2018 ◽  
pp. 194-199
Author(s):  
Marta Delicado Valverde ◽  
José Jesús Trujillo Vargas ◽  
Luisa María García Salas
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Education Degree ◽  
Specialist Teachers ◽  
Educación Primaria ◽  
The University ◽  
And Training

La formación inicial de los maestros especialistas en Educación Física ha “sufrido” profundos cambios con las reformas educativas. Lo que debiera seguir siendo igual de relevante es la importancia que tiene el hecho de que sean los propios alumnos quienes valoren la calidad de su formación como docentes especialistas futuros en esta área. En este estudio, nos servimos del instrumento validado por Moreno y Conte (2001) para la Valoración y Capacitación sobre la Docencia en Educación Física (V.A.C.D.E.F.), que hemos pasado a 39 alumnos del Grado en Educación Primaria, que cursan la mención en Educación Física, de un Centro de la Universidad de Cádiz. Entre los hallazgos más importantes, hemos de destacar que los alumnos se sienten, a nivel general, capacitados para desempeñar la labor docente futura, están de acuerdo con los contenidos que se imparten en su formación, se encuentran interesados por los aspectos técnicos de los deportes y por la especialidad en sí misma y apuestan por más clases prácticas dentro de su formación. Abstract. The initial training of Physical Education teachers has "undergone" deep changes along with educational reforms. What should remain equally relevant is that students, as future specialist teachers in this area, should be the ones who value the quality of their education. In this research, we use the tool validated by Moreno and Conte (2001), the Assessment and Training on Teaching in Physical Education (V.A.C.D.E.F.), which we applied to 39 Primary Education degree students who attend the program in Physical Education at a Center of the University of Cádiz. Among the most important findings, we emphasize that the majority of students feel well trained for carrying out the future teaching work. They agree with the contents that are imparted in their program, they are interested in the technical elements of sports and the specialty itself, as well as they strive for more practical classes within their training.

scholarly journals Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Isabel María Gómez-Trigueros ◽  
Santiago Ponsoda López de Atalaya ◽  
Rocío Díez Ros
Keyword(s):  
Primary Education ◽  
Experimental Methodology ◽  
Teaching Staff ◽  
Teaching Skills ◽  
Positive Perception ◽  
Digital Competence ◽  
University Teachers ◽  
Teaching Competence ◽  
Education Degree ◽  
The University

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

In Memoriam. Professor Stefan ERNST

2015 ◽  
Vol 39 (4) ◽  
pp. 665-666
Author(s):  
Mirosław Chorazewski
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Unexpected Death ◽  
Uranyl Compounds ◽  
Liquid Phases ◽  
German Speaking ◽  
In Memoriam ◽  
The University ◽  
Phd Thesis ◽  
Molecular Acoustics

Abstract It is with great sadness that we inform our readers about the recent death of Professor Stefan Ernst. Stefan Ernst was born in Piaśniki, Upper Silesia, on November 03, 1934, to parents of Polish-German descent. His primary education started during the war at a German-speaking school in Wirek and continued in Olesno, where he also got his secondary education. As chemistry studies were not yet available at the University ofWrocław in 1953, he started studying biology and switched to chemistry a year later. He received his master’s degree in chemistry in 1959, as one of the first graduates in that major. Then, he started his work on application of thermodynamics and molecular acoustics in investigation of liquid phases under the guidance of the Prof. Bogusława Jeżowska-Trzebiatowska. On 28 November 1967, he defended his PhD thesis entitled “Association-Dissociation Equilibria and the Structure of Uranyl Compounds in Organic Solvents” at the University of Wrocław. Professor Stefan Ernst was a linguist, a polyglot, a renowned thermodynamisist and a researcher of molecular acoustics. With great regret and shock we have learned of his sudden and unexpected death on August 03, 2014, in a hospital in Kraków.

scholarly journals Aprendizaje por proyectos e interdisciplinariedad en la mención de educación física del grado de maestro de primaria (Cooperative Learning Projects in the Primary Education Teaching Degree Module of Physical Education)

Retos ◽  
2018 ◽  
pp. 391-395
Author(s):  
Manuel Lizalde Gil ◽  
Carlos Peñarrubia Lozano ◽  
Berta Murillo Pardo ◽  
Julio Latorre Peña ◽  
Inma Canales-Lacruz
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Physical Activities ◽  
Individual Work ◽  
Faculty Of Education ◽  
The Individual ◽  
Educación Primaria ◽  
The University ◽  
Learning Projects ◽  
Competencias Transversales

El trabajo que se presenta recoge la experiencia de un proyecto de coordinación interdisciplinar entre tres asignaturas de la mención de educación física del grado en magisterio en educación primaria (actividades físicas individuales, actividades físicas de oposición y colaboración, y actividades físicas artístico-expresivas) en torno al contenido del acrosport. Se establecieron dos objetivos: identificar las diferencias significativas en cuanto a las calificaciones obtenidas en el proyecto según la matrícula en las tres asignaturas integradas; y analizar la valoración del alumnado sobre la aportación de las asignaturas implicadas en el proyecto, el trabajo autónomo y la adquisición de las competencias transversales. Participaron 66 alumnos/as de una media de edad de 22,90 años, 34 alumnos y 32 alumnas, todos ellos pertenecientes a la mención de educación física del grado de maestro de primaria de la facultad de educación de Zaragoza (universidad de Zaragoza). Para llevar a cabo el primer objetivo se diseñó una rúbrica para calificar por parte del profesorado los proyectos de acrosport. Para desarrollar el segundo objetivo se diseñó un cuestionario de valoración del alumnado sobre el proyecto. Los resultados extraídos a partir de las evaluaciones del profesorado muestran diferencias significativas positivas de las calificaciones del alumnado matriculado en las tres asignaturas implicadas. Los resultados procedentes de las valoraciones del alumnado sobre la aportación de las asignaturas implicadas revelan puntuaciones menores en la asignatura actividades físicas artístico-expresivas. Las valoraciones del alumnado en torno al trabajo autónomo y la adquisición de las competencias transversales obtuvieron altas puntuaciones. Abstract. This study is based on the experience of a coordinated interdisciplinary project around the content of acrosport involving three subjects (individual physical activities; competitive and collaborative physical activities; artistic-expressive physical activities) that form a part of the Physical Education module of the Primary Education Teaching Degree at the University of Zaragoza, Spain. There were two objectives: i) To identify significant differences in the grades obtained by the students in the three integrated subjects that comprised the project. ii) To analyze the evaluation and opinions of the students regarding the value of the subjects, the individual work and the acquisition of transversal competences. The study group was made up of 66 students with an average age of 22.9 years. There were 34 men and 32 women. All the participants were studying the Physical Education module of the Primary Education Degree at the Zaragoza University Faculty of Education. The teachers involved with the module designed a rubric to assess the acrobatic gymnastics project. To understand students’ opinions regarding the project, a questionnaire was designed. The results of the grades given to the students by the teachers showed significant differences in the three subjects. The results of the evaluations given by the students were lower for the subject of artistic-expressive physical activities. The students gave very high scores for the evaluation of individual work and the acquisition of transversal competences.

scholarly journals Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

2021 ◽  
Vol 21 (3) ◽  
pp. 150-164
Author(s):  
Eugenia Di Barbora ◽  
Lucia Bragatto ◽  
Lucia Locuoco ◽  
Daniela Paci ◽  
Maura Tavano
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Classroom Environment ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Formed Part ◽  
The University ◽  
The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training.    Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid.   Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

scholarly journals Relaciones escuela-familia: una investigación cualitativa en España (p. 41-69)

2017 ◽  
Author(s):  
María Luisa García Rodríguez ◽  
Natalia Paíno Sánchez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Methodology ◽  
Childhood Education ◽  
The People ◽  
Education Degree ◽  
Investigación Cualitativa ◽  
The University

Durante a permanência em dois centros educativos para cursar as disciplinas de formação básica Prática I e Prática II, do Mestrado em Educação Infantil da Universidade de Salamanca (Espanha), observaram-se desconsiderações, por parte das famílias, em relação às advertências das professoras. Coloca-se, assim, a conveniência de abordar o estudo das relações escola-família com o objetivo de contribuir para sua otimização. A indagação é abordada mediante a metodologia qualitativa, avaliada como a mais oportuna pela sua flexibilidade e sua grande riqueza de resultados. Coletaram-se os dados mediante entrevistas com professores/professoras e as famílias dos alunos entre 3 a 6 anos, de Salamanca e de Cáceres. Tal aproximação da realidade permitiu conhecer as sensações e vivências das pessoas entrevistadas. Mediante uma profunda análise da informação encontrada, chegamos a conclusões notáveis. Há coincidências em reconhecer que existem barreiras e um certo desencontro. Também se oferecem soluções para alcançar a harmonia e a coordenação entre ambas as instituições educadoras.Palavras-chave: Relações escola-família. Coordenação. Análise das soluções. Harmonia.AbstractDuring the stay in two Educational Centers to study the subjects Practicum I and Practicum II of the Early Childhood Education Degree at the University of Salamanca, thoughtlessness manners from the families to the warnings from the teacher are being observed. That way, it’s convenient to arise a study of the relationships between the School and the Families to contribute their improvement. The research has addresses through a qualitative Methodology. That Methodology is valued as the most accurate because of its wealthy results. Data was collected from different interviews with teachers, and 3-6 years-old students’ parents from Salamanca and Cáceres. The proximity to their reality allowed to know the feelings and experiences of the people interviewed. The conclusions arrived after a deep analysis of that information were coincident and remarkable. There is a recognized barrier in the relationships. There are also solutions to get the harmony and the coordination within both educational institutions.Keywords: Relationships between school and families. Coordination. Solution analysis. HarmonyResumenDurante la estancia en dos centros educativos para cursar las asignaturas de formación básica Prácticum I y Prácticum II de la titulación de Grado en Maestro de Educación Infantil de la Universidad de Salamanca (España), se observan desconsideraciones por parte de las familias hacia las advertencias de las maestras. Se plantea así la conveniencia de abordar el estudio de las relaciones Escuela-Familia con el objetivo de contribuir a su optimización. La indagación se aborda mediante metodología cualitativa. Se valora como la más oportuna por su flexibilidad y su gran riqueza de resultados. Se recogieron los datos mediante entrevistas a maestros/as y familias de alumnado de 3 a 6 años de Salamanca y de Cáceres. Dicha aproximación a la realidad permitió conocer las sensaciones y vivencias de las personas entrevistadas. Tras un profundo análisis de la información hallada se llegó a notables conclusiones. Se dan coincidencias en reconocer que existen barreras y cierto desencuentro. También se ofrecen soluciones para alcanzar la armonía y coordinación entre ambas instituciones educadoras.Palabras clave: Relaciones escuela-familia. Coordinación. Analise de las soluciones. Armonía.

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