Search results for: Miquel Ester
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Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences
This study focuses on pre-service training. Three groups of student teachers were created: one group received conceptual training only, another received conceptual training and the opportunity to co-teach, and a third group received initial conceptual training and explanations on its use from a member of the second group. An explicative sequential mixed design was chosen, which combines a quantitative study, conducted on a pre-post basis to compare test results on attitude and willingness to use co-teaching, with a qualitative study to analyse co-teaching student-teachers’ perceptions in both their own learning experience and the learning experience of the pupils. The results show that those who received only conceptual training modified their attitudes to a lesser degree and curiously, those in the group receiving explanations from a peer improved the most.
Updated: Apr. 17, 2021