Search results for: Spain
Page 3/5 45 items
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018
This paper reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies.
Updated: Jun. 05, 2016
This study had two objectives: (1) to analyse the relationship between prospective primary teachers’ recall of emotions in school science classes as pupils themselves and their expectations of emotion as future teachers and (2) to analyse the relationship between their self-efficacy and the emotions that they expect to experience as future science teachers, differentiating between the content of the ‘nature sciences’ and that of the ‘hard sciences’. The results show that prospective primary teachers have completely different emotions about their future teaching according to whether the content is related to the nature sciences or the hard sciences. Positive emotions predominate for the nature sciences, while for the hard sciences the predominant emotions are all negative.
Updated: Mar. 01, 2016
This article examines how future teachers perceive the acoustic contamination and its deleterious effects. It analyses their acoustic habits, with the aim of raising their awareness concerning this problem. The authors designed a number of activities, applied during a practical lesson, in which students evaluated some of their perceptions and attitudes towards noise, and recorded their hearing capacity. The results suggest that most students are unaware of the risks of many of their activities. However, the perception of noise as a contaminant and the appreciation of its danger increased in the students after the performing of the practice.
Updated: Feb. 24, 2015
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Updated: Dec. 25, 2013
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Updated: Oct. 29, 2013
This paper outlines an overview of Cádiz in 1812 and the Constitution. The article describes the development of the contents of this constitution; its influence on the constitutions of other countries and vice versa; and the role of women under this constitution. This article will explain the contributions of this constitution and subsequent extensions regarding developments in education.The article will also highlight the importance of this constitution to the development of education.
Updated: Oct. 09, 2013
In this article, the authors examine the degree of effectiveness in the application of the tutorial action programme at the University of Alicante. The results demonstrated that the tutorial intervention has adapted to students in accordance with their training process, as they need different study techniques as well as different cognitive and attitudinal learning strategies depending on the degrees and on their own personality. The tutorial spaces also generated an atmosphere where reflection was permanently encouraged.
Updated: Mar. 04, 2013
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013