LA CONSTRUCCIÓN DEL CONOCIMIENTO EN EL PROCESO DE APRENDER A SER PROFESOR: LA VISIÓN DE LOS PROTAGONISTAS

Resumen:El presente estudio analiza cómo los estudiantes del Grado de Maestro en Educación Primaria de la Universidad de Barcelona construyen, a lo largo de su formación inicial, los conocimientos que después les permitirán ejercer su profesión. El trabajo se articula metodológicamente como un estudio de casos múltiple y utiliza diversidad de estrategias de recogida de información (relatos, grupos de discusión y entrevistas) para dar cabida a los diversos protagonistas de la formación inicial de maestros (estudiantes, profesorado universitario y tutores de centros de prácticas). Después de un exhaustivo proceso de análisis de datos basado en comparaciones constantes con una codificación abierta, axial y selectiva, el estudio muestra la importancia de la variedad de perspectivas y experiencias aportada por un profesorado que, a su vez, se convierte en uno de los elementos nucleares de la formación: la manera como éste se aproxima, vive y transmite el conocimiento determinará el modo como el alumnado se motiva, se interesa, se aproxima y lo adquiere. Así mismo, el aprendizaje aparece desde una vertiente multidimensional y dinámica que va realimentando las entrelazadas esferas ideológica/filosófica, didáctica, científica y competencial. DarlingAbstract:This study explores how students of the Master's Degree in Primary Education at the University of Barcelona, during their initial training, lay the foundations of the knowledge that will later serve them in the practice of their profession. It is structured methodologically as a multiple case study, using a variety of data compilation strategies (accounts, discussion groups and interviews) to incorporate all the different players who form part of the initial training of teachers (students, university teaching staff and tutors at placement centers). After an exhaustive data analysis process, based on constant comparisons with open, axial and selective coding, the study highlights the importance of having a variety of perspectives and experiences provided by teaching staff. This, in turn, becomes a core teaching element: the way teachers approach, experience and transmit their knowledge will determine students’ motivation, interest, approach to and acquisition of said knowledge. Furthermore, learning emerges as a dynamic multidimensional process in which the intertwined ideological/philosophical, educational, competences and scientific spheres are continuously being reinforced.

Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

<p>With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, &amp; Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of the CoI survey instrument was administered to 167 polytechnic students (aged between 17 and 24) enrolled in a nutrition course in a polytechnic in Singapore. Results from path analysis confirmed the hypothesised relationships among the three elements of the CoI framework (i.e., social, teaching, and cognitive) and students’ learning-related outcomes (i.e., satisfaction, continuous academic-related online performance, and academic achievement). However, only the cognitive element had a direct relationship with continuous academic-related online performance and satisfaction. In addition, the continuous academic-related online performance mediated the relationships between the cognitive element and academic achievement. Generally, the hypothesized model was able to explain 46% of the variance in students’ online course satisfaction and 62% of the variance in students’ academic achievements.</p>

Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy

Encouraging students to develop multiple solutions for given problems is an important way to improve mathematical knowledge. However, the influence of this teaching element on students' interest-related motivational orientations is an open question. In this article, we report the results of an experimental study (N = 145) that was carried out to investigate the influence of prompting students to construct multiple solutions for real-world problems with vague conditions on students' interest in mathematics as well as on their experiences of competence and autonomy and the number of solutions developed. A positive effect of the intervention on students' interest was found using inferential and path analyses. The number of solutions developed by students and their experiences of competence and autonomy mediated the effects of prompting multiple solutions on interest. Implications for teaching practices and future research are discussed.

Teachers’ oral presentation from students’ perspective

The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

Exploration and Practice of Task-Driven Teaching Method Approach to the Electrician Machine Practice

Electrician machine practice is an important engineering practice teaching element in the cultivation plan of undergraduate student of electricity. The task- driven teaching method is adopted in order to improve the quality of practice teaching, and to cultivate the ability of practice and creativity in the electrician machine practice. This paper discusses the mission design and implementation process which based on constructivist task-driven teaching method in the teaching of electrician machine practice, and points out several questions which should be noticed in the practice. The practice approves the application of task- driven teaching method in electrician machine practice can improve the teaching quality through excavating the student’s practice and creativity ability and cultivate the capability of independent thinking ,exploration and reclamation more effectively.