Service-learning in teacher training in Spanish universities

2017 ◽  
Vol 75 (2) ◽  
pp. 199-217
Author(s):  
José Luis ÁLVAREZ CASTILLO ◽  
◽  
María Jesús MARTÍNEZ USARRALDE ◽  
Hugo GONZÁLEZ GONZÁLEZ, ◽  
Mariana BUENESTADO FERNÁNDEZ ◽  
...  
Keyword(s):  
Teacher Training ◽  
Service Learning ◽  
Spanish Universities

scholarly journals Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

2021 ◽  
Vol 12 (2) ◽  
pp. 377-398
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim ◽  
Melor Md Yunus
Keyword(s):  
Second Language ◽  
Teacher Training ◽  
Service Learning ◽  
Training Program ◽  
Training Programs ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teacher Training Program ◽  
Teacher Training Programs ◽  
Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

scholarly journals Innovation in journalism educational programmes at university. A systematic review of educational experiences at Spanish universities

2021 ◽  
Author(s):  
María-del-Carmen García-Galera ◽  
Manuel Martínez-Nicolás ◽  
Mercedes Del-Hoyo-Hurtado
Keyword(s):  
Systematic Review ◽  
Service Learning ◽  
Business Models ◽  
Project Based Learning ◽  
Current Debate ◽  
Innovative Teaching ◽  
Technological Developments ◽  
Spanish Universities ◽  
Training Programmes ◽  
The Impact

The journalism being taught at universities in Spain is undergoing intensive changes as a result of the dual pressure exerted by the impact of digitisation in two specific aspects. The first is the journalistic system itself (business models, professional routines, information consumption, etc.). The second aspect involves the teaching guidelines established as a result of the implementation of the European Higher Education Area (EHEA). Focusing on the latter issue, the current debate regarding the orientation of journalistic education is calling for this aspect not to be relegated or limited to training in technical skills, which are constantly being renewed by technological developments of the digital environment. On the contrary, journalism education must also take into account other skills that foster the achievement of critical thinking, which is fundamental for the exercise of the journalistic profession. However, in the face of an increasingly digitised, competitive labour market, journalism studies and their training programmes also have a duty to provide the skills and competencies demanded by this market. In this paper, we have conducted a systematic review of some of the experiences of innovative teaching that have been successfully carried out in Journalism degrees taught in Spain for this purpose (service-learning, project-based learning, content curation, and edublogs, among others). These experiences reflect the involvement of university professors in providing comprehensive education for future journalists, with a strong emphasis on the intensive use of the digital resources currently available.

Teacher Socialization and Teacher Isolation

2018 ◽  
pp. 188-211
Author(s):  
Turgay Öntaş
Keyword(s):  
Teacher Training ◽  
Service Learning ◽  
Teacher Quality ◽  
Workplace Learning ◽  
Teacher Socialization ◽  
Teacher Isolation ◽  
Preservice Training ◽  
Training Systems ◽  
The Subject

This study addresses teacher socialization and isolation primarily within the context of induction to the profession, workplace learning, and informal learning. Since the content of the subject is covered by fields of sociology, pedagogy, psychology, management, and organization, the concepts of induction to the profession and workplace learning were used to establish the basis for teacher socialization and isolation. How the teacher socializes influences the quality of education because socialization influences how the teacher performs his job. Increased interest in teacher training results in increased teacher quality, thereby increasing educational success. Increased interest in teacher training is accompanied by pursuit for quality in teacher training systems. Increasing teacher quality is not only related to training the teacher in preservice programs. Considering the fact that there are teachers who had received preservice training, yet started the profession prematurely, in-service learning processes are important in efforts to ensure teacher quality as well.

scholarly journals Máster de secundaria: análisis de situación en la universidad española

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 183-208
Author(s):  
Víctor López Ramos ◽  
Rocío Yuste Tosina ◽  
Pello Urkidi Elorrieta ◽  
Daniel Losada Iglesias
Keyword(s):  
Teacher Training ◽  
Teaching Staff ◽  
Education Teacher ◽  
Initial Teacher Training ◽  
Great Heterogeneity ◽  
Professional Profile ◽  
Spanish Universities ◽  
Deans Of Education ◽  
The University ◽  
Implementation Data

Este artículo pretende dar respuesta a la preocupación surgida en la Conferencia de Decanos de Educación de las Universidades españolas sobre la implantación y desarrollo del Máster que habilita para la profesión docente en la enseñanza secundaria. Hemos tratado de aportar datos que sirvan como mapa de situación acerca de la realidad de estos estudios y las diferencias en su implantación. El trabajo se ha elaborado a partir de las respuestas obtenidas a un cuestionario que cumplimentaron 35 universidades, de las 72 que imparten el Máster en España. Los resultados muestran una gran heterogeneidad, principalmente, en cuatro aspectos: la oferta de plazas y de especialidades, la estructura del plan de estudios, el perfil profesional del profesorado que imparte docencia en el mismo y la realización del Practicum y del Trabajo de Fin de Máster. Del estudio, se concluye la necesidad de que el Máster deba gestionarse académicamente por los centros universitarios responsables de la formación inicial del profesorado, así como la exigencia de una clarificación precisa, por parte de las agencias de evaluación, que homogenice los criterios de acreditación para el conjunto de universidades y comunidades autónomas. This article aims to respond to the concern raised in the Conference of Deans of Education of Spanish Universities regarding the implementation and development of the Master’s Degree in Secondary Education Teacher Training. We aim to provide data that serve as a situation map about the reality of these studies and the differences in their implementation. Data were obtained through a questionnaire completed by 35 universities, of the 72 that teach this master’s in Spain. The results show a great heterogeneity, mainly in four aspects: the offer of seats and specialties, the structure of the curriculum, the professional profile of the teaching staff and the development of school trainings and master’s theses. The results highlight the need for the master’s to be managed academically by the university faculties in charge of initial teacher training, as well as the need for precise clarifications, on the part of the evaluation agencies, with a view to homogenizing accreditation processes for all universities.

scholarly journals Model for the Evaluation of Teaching Competences in Teaching–Learning Situations

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 56
Author(s):  
Carlos De Pro Chereguini ◽  
Ana Isabel Ponce Gea
Keyword(s):  
Teacher Training ◽  
Educational Practice ◽  
Social Changes ◽  
Professional Performance ◽  
Educational Challenges ◽  
Evaluation Of Teaching ◽  
Spanish Universities ◽  
And Mathematics ◽  
Teaching Learning ◽  
University Classrooms

Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.

scholarly journals Service-learning in the Spanish university system. A study focused on course evaluation

Aula Abierta ◽  
2020 ◽  
Vol 49 (4) ◽  
pp. 353-362
Author(s):  
Mar Lorenzo Moledo ◽  
Covadonga Ruíz de Miguel ◽  
Elena Arbués Radigales ◽  
María Jesús Martínez Usarralde ◽  
Mariana Buenestado Fernández ◽  
...  
Keyword(s):  
Service Learning ◽  
Qualitative Methodology ◽  
Educational Innovation ◽  
Course Evaluation ◽  
Bachelor's Degree ◽  
University System ◽  
Teaching Culture ◽  
Course Of Action ◽  
Service Learning Projects ◽  
Spanish Universities

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor’s degree students and only one of them Master’s degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open new prospects of educational innovation and social responsibility through Service-Learning possibilities in Higher Education.

scholarly journals TEACHING ELF-AWARE PEDAGOGICAL STRATEGIES TO EMI PROFESSORS OF ARCHITECTURE

2020 ◽  
Vol 1 (65) ◽  
pp. 90
Author(s):  
Inmaculada Pineda
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Training Programs ◽  
Internationalization Process ◽  
Pedagogical Strategies ◽  
Training Courses ◽  
Last Stage ◽  
Spanish Universities ◽  
Attitudinal Changes ◽  
The University

<span lang="EN-US">The internationalization process of Spanish universities has increased the need for teacher training courses to EMI professors. These training programs have a dual objective, to improve content lecturers’ linguistic skills in English as a Lingua Franca (ELF) and to develop methodological strategies that can facilitate the learning process in an academic setting. The current paper describes the implementation of a teacher training program developed at the University of Málaga designed for EMI professors of Architecture. The program had three phases: A Needs Analysis (NA) stage (2015), two teacher training courses (2015 &amp; 2016), and a last stage was devoted to tracing the language progress and the attitudinal changes of the participants with regards to ELF and ELF-aware pedagogy (2016).</span>

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