Search results for: Spain
Page 1/4 37 items
To identify the tasks student teachers perform during the practicum, a quantitative study was designed using a questionnaire completed by 248 students in their final year of teacher training. The results show that the student teachers did not have the chance to tackle the broad range of teaching tasks, limiting their view of teaching and reducing their training potential. It is necessary to clearly establish the obligations of institutions who collaborate in the practicum, defining participants’ roles and ensuring that this experience encourages appropriate learning.
Updated: Dec. 31, 2020
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spanish preservice teachers’ transformative professional learning experiences evidenced by (1) disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Implications for fostering a third space, namely hybridity and boundary-crossing between university and schools, during teaching practicum are discussed in this paper.
Updated: Dec. 28, 2020
The main objective of the research described here was to learn how young learners self-evaluate their digital competence. A non-experimental and descriptive quantitative methodology was employed, an electronic survey being used to collect the data. Among the main results, the authors highlight that these learners self-evaluate their attitude towards Information and Communication Technologies (ICT) as favourable, their handling of them as moderate and their knowledge of them as scarce. It became clear that they do not have a level of digital competence suitable for being called ‘digital natives’, nor sufficient ability to use ICT in their academic life or in their professional future.
Updated: Nov. 27, 2020
Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers’ training and professional development. However, research reveals that misconceptions arise when LS is adopted outside of Japan, and different authors have called for further theoretical development to increase comprehension of the process. In response, the authors analyse three LS’ key components (phases, product and teachers’ cooperation) from the perspective of the epistemology of complexity, highlighting the role of emergence, the ecology of action, and joint reflection. They suggest that viewing LS through the lens of complexity can allow teachers to gain a deeper understanding of this practice and to apply it more successfully.
Updated: Oct. 25, 2020
Analysis of interaction patterns and tutor assistance in processes of joint reflection in pre-service teacher education
In the literature reflection in teacher training is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the activity of joint reflection. The present study aims to shed light on this debate, identifying the strategies of educational assistance given by tutors to a group of students during the process of reflection. To this end, the authors analyse the interactive dynamics and educational assistance in two cases of joint reflection between tutors and students. Different phases in the process of reflection were identified, as were different specific types of assistance to address joint reflection. In both cases, the assistance of the tutor was found to be necessary in collective scaffolding for the establishment of relationships between situational and academic representations, even though the data suggest a progressive increase in the students’ control of the task.
Updated: Jan. 16, 2020
To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
Updated: Dec. 19, 2019
Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, the authors’ findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games.
Updated: Dec. 18, 2019
University students experience stress, and how they cope with this stress affects their academic achievement. This study examined stress in teacher education students and had three objectives: to describe different degrees of stress and coping styles; to study the relationship between stress, coping strategies and academic achievement; and to examine whether increased age can moderate the effects of stress on academic achievement in 334 university-students. There were three main findings: many students experienced stress and used avoidance coping strategies; the students who were under less stress and engaged less in cognitive avoidance and more in problem-focused coping were also the students who made more academic achievement; and students under more stress performed worse, but with age stress affected performance less. In teacher education students, it is important to recognize and address the harmful effects of stress on well-being and academic achievement, to avoid long-term problems in professional and personal life.
Updated: Dec. 09, 2019
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Updated: Dec. 09, 2018
In this article the authors examine whether there is a relation between the duration of videos and the number of ‘Likes’ they receive. The authors also explore the effect of other observed characteristics of the videos, such as gender of the teacher, type of institution, whether the teacher appears on the screen or not and the type of technology. The authors found that users prefer short online teaching videos. They also found that some features of the videos have a significant impact on the number of ‘likes’. It was found that videos recorded by female teachers, and presented by entities other than universities are more likely to receive ‘Likes’.
Updated: Dec. 05, 2018