Future Teachers Of Primary Education Research Articles

Environmental Attitudes in Trainee Teachers in Primary Education. The Future of Biodiversity Preservation and Environmental Pollution.

The environmental challenges of the twenty-first century are a consequence of the impact that human beings have on nature. Because of this, environmental attitudes are paramount in establishing effective measures regarding both biodiversity preservation and environmental pollution. Therefore, the main goal of this paper has been evaluating the environmental attitudes of future primary education teachers, considering their responsibility for teaching the new generations of citizens. A quantitative methodology has been applied to describe the reality observed. The data collection instrument used was the scale of environmental attitudes towards specific problems; this scale was applied to a sample of 307 students of the degree in Primary Education at the University of Granada. More specifically, the subscales corresponding to pollution, biodiversity, natural spaces and recycling were analysed. Results reveal a high level of environmental attitudes in future primary education teachers; moreover, there is a positive interdependence among the different subscales. Finally, it is of great importance to evaluate the environmental attitudes of future primary education teachers, given that the future of biodiversity preservation and environmental pollution are in the hands of new generations.

Formation of the Substantive Competencies of Future Teachers of the Primary Education as a Condition of Readiness to Pedagogical Activities

The training of qualified young professionals is a priority for the higher education. Therefore it is needed to improve training at the university competence of teachers that correspond to the requirements of the time. The article are reveals the essence of a competent approach to the training of future teachers of primary education and addresses the problem of the formation of substantive competencies as a condition for the quality training of teachers for professional activities. The authors reveal the specificity and content of subject specific competences which should possess a primary school teacher. The levels of formation of the substantive competencies are developed on the basis of B.Bloom’s taxonomy of the educational purposes and the specifics of the specialty. The results of experimental studies to identify students level of the development of substantive competences in the process of teaching practice on the 3rd course are represented. They show a need for in-depth work on the formation of the desired competence in further study courses. In this regard to the content of the educational and methodological complexes of the studied disciplines has been revised based on the recommendations of employers and practice instructors. The results of industrial (pedagogical) practice on the 4th course have proved the effectiveness of the updates in the implementation of the practice-oriented approach to the educational process of the university at form the substantive competencies for the students. Key words: competence, professional competencies, substantive competences, pedagogical prac­tice, teaching and educational process.

Vinculando educación matemática y sostenibilidad: implicaciones para la formación inicial de maestros como herramienta de transformación social

The aim of this study is to advance towards the definition of a model that allows to characterize teachers’ initial training of mathematics according to sustainability, so that future teachers can provide a mathematical education to their students that allows them to face with greater success contemporary social demands. For this purpose, an exploratory study has been carried out with 30 informants (10 teacher trainers, 10 active teachers and 10 future teachers of Primary Education) who have been administered the previously validated EMS and Sustainability Questionnaire. The data obtained have allowed to define a model composed by five dimensions: 1) links with the environment; 2) didactic-disciplinary knowledge; 3) reflective and critical thinking; 4) Children's needs to learn; 5) curricular environmentalization. The incorporation of these five dimensions can empower the professional development of pre-service teachers so that they contribute to give an effective answer to the social challenges of a complex world. Keywords: Mathematics education; Education for Sustainability; Initial teacher training; Professional development; Primary education.

Objetivo de Desarrollo Sostenible nº 12: Consumo y Producción Sostenible. Estudio sobre hábitos de consumo de los estudiantes

The achievement of Sustainable Development Objective No. 12 included in the 2030 Agenda of the United Nations means the transition towards more sustainable patterns of consumption. The role of education is essential to promote reflection and inspire consumption habits that induce relevant changes on the way to using resources. In this sense, the initial training of teachers is a key issue; they will be a reference for society and those responsible for the school training of future professionals. Therefore, the objective of this work was to make a diagnosis about the consumption habits of our students, future teachers of Primary Education (GEP), in order to develop, in the future, a training program that influence, especially, the weakest points detected. Keywords: Education for Sustainability; Sustainable Development Goals; Consumption habits; Primary Education Degree

Estudio sobre la formación de futuros docentes en estrategias de comprensión lectora y expresión escrita

Resumen La comprensión lectora y la expresión escrita son competencias fundamentales para la construcción de conocimiento en el ámbito universitario, ya que constituyen la base necesaria para realizar actividades como la síntesis de información. Dado que muchos estudiantes de las facultades de Educación serán futuros docentes, nos planteamos si realmente dichos estudiantes adquirirán competencias de comprensión lectora y expresión escrita adecuadas para desempeñar con éxito dicha labor profesional. Este estudio, presentado en dos diseños de investigación, analiza en primer lugar, y considerando como variable el momento formativo, las competencias en comprensión y expresión escrita del alumnado que accede al grado de Maestro; y de quienes lo han concluido y estudian posteriormente la licenciatura en Psicopedagogía. Para ello, consideramos al grupo de estudiantes del grado de Maestro como medida Pre-test, consideramos el proceso formativo por el que habían pasado los alumnos de la licenciatura de Psicopedagogía como tratamiento o test, y establecimos a estos últimos alumnos como medida Pos-test. En segundo lugar, y considerando que los entornos de aprendizaje reciben la creciente influencia de las TIC, se analiza si existen posibles diferencias atendiendo a la variable estímulo presentado -textos impresos e hipertextos- al aplicar las habilidades mencionadas en una tarea académica de resumen. Los resultados obtenidos muestran que los alumnos de la Licenciatura de Psicopedagogía, pese a haber recibido durante tres años formación académica en los estudios de Maestro, mostraban las mismas carencias de habilidades de comprensión lectora y expresión escrita que los alumnos que comenzaban el grado de Maestro.

Использование веб-квеста для формирования профессионального самоопределения будущих педагогов начального образования

Использование веб-квеста для формирования профессионального самоопределения будущих педагогов начального образования

Conexões extramatemáticas na formação inicial de docentes

RESUMO O objetivo deste artigo é mostrar as conexões que futuros professores do Ensino Fundamental utilizam no planejamento de sequências didáticas para o ensino de Matemática. Uma observação etnográfica participante é feita para caracterizar o tipo de conexões extradisciplinares consideradas. A análise feita nos permite afirmar que os futuros professores valorizam o uso de contextos reais, como motivadores e geradores deconhecimento matemático, embora os desenvolvimentos nem sempre sejam justificados epistemicamente. Verificamos uma dificuldade em considerar as conexões metafóricas.

VIOLENCIA SIMBÓLICA EN LA EDUCACIÓN FÍSICA ESCOLAR: UN ANÁLISIS CRÍTICO DE LAS EXPERIENCIAS NEGATIVAS DEL FUTURO PROFESORADO DE EDUCACIÓN PRIMARIA

Este estudo aprofunda as experiências negativas da Educação Física Escolar cursada pelo futuro docente de Educação Primária, usando o conceito de violência simbólica de Bourdieu para a análise. Foi realizada uma análise de 155 narrativas de estudantes de graduação em Educação Primária de duas universidades espanholas. Os resultados indicam que a violência simbólica é exercida pela inadequação das identidades físicas dos graduandos aos discursos do rendimento, os quais, por sua vez, são legitimados pelos docentes e por estudantes exitosos. Este tipo de violência subliminar projeta-se também nas identidades físicas e profissionais do futuro docente.

Análisis de las menciones del grado en Educación Primaria desde la perspectiva de la competencia emprendedora

El objetivo principal de esta investigación es seguir profundizando en la formación inicial del profesor/a emprendedor/a (teacherpreneur) del grado en Educación Primaria, a través del análisis de las menciones ofertadas en el grado en Educación Primaria en España. Tras una introducción sobre el perfil del teacherpreneur y la necesidad de la Educación Emprendedora, y unas consideraciones generales sobre la situación actual del grado en Educación Primaria, finalmente se realiza un análisis de los itinerarios de especialización o menciones cualificadoras ofertadas en dicho título en las distintas universidades españolas, haciendo especial hincapié en aquellas estrechamente relacionadas con la formación del teacherpreneur. El análisis de datos realizado nos indica que de las 414 menciones ofertadas actualmente en las universidades españolas, solamente 20 relacionadas con las TIC y una con la Educación socio-emocional contribuyen parcialmente al perfil del teacherpreneur. En definitiva, las ideas expuestas a lo largo del artículo, defendidas a su vez por organismos europeos e instituciones nacionales, justifican la necesidad de diseñar una mención en emprendimiento que contribuya a desarrollar las competencias básicas del teacherpreneur. Esto contribuirá al desarrollo de una formación inicial de calidad para los futuros maestros de Educación Primaria, de manera que estos puedan hacer frente a las demandas del mercado actual, a las nuevas formas de enseñar y aprender, y a la educación integral de sus alumnos, en la que el desarrollo de la competencia emprendedora juega un papel fundamental.

PROFESSIONAL PREPAREDNESS OF FUTURE TEACHERS TO WORK WITH DISABLED STUDENTS IN CONDITIONS OF INCLUSIVE PRACTICE

Introduction: In the article we consider the structure of psychological preparedness of future teachers of the primary education level to work with students in the conditions of inclusive education. The following components are pointed out: motivation and values – the component which presupposes the formation of a new value – transformation of the direct relationship with a child into an indirect sociocultural relationship; activity component, which presupposes that a teacher has an ability not only to analyze their professional activity but also to create new situations of inclusive practice, to be more precise, a teacher should be able to plan the individual trajectory of each student’s development and create new ways of academic communication and new forms of academic interaction at the lesson; reflective-evaluative component, which presupposes that a future teacher has an ability to assess the achievements of each student while mastering an educational program, putting a special emphasis on the student’s individual success and progress in the process of his training, education and development. For this reason, at the stage of training future teachers of the primary education level at university they are to attend lectures aimed at educating them in the field of psychology and pedagogics concerning the peculiarities of the age psychic development and general psychic development of disabled children in primary school taking into consideration the specificity of student integration, the zones of actual and perspective development of a child, specific features of interdisciplinary and collective interaction of the specialists working with these children. Future teachers are also to be engaged in practical work of both types – on the campus and off-campus. Results: The article is devoted to the problem of specific features of professional preparedness of future teachers of the primary education level to work with students in the situation of inclusive education and to the problem of the teacher’s professional standard requirements. Modern psychological and pedagogical research and the requirements for the disabled students’ academic achievements in mastering the basic educational program of the primary education make it important for the future teacher to be competent and creative when realizing their activity in the conditions of inclusive education. In practice a teacher might have difficulties because of lack of knowledge of defectology, social situation of development or educational faculties of disabled students, because of lack of experience in organizing students’ learning activities in the conditions of inclusive education or lack of work experience in interdisciplinary teams of experts. We made an attempt to work out the structure and determine the levels of psychological preparedness of future teachers of primary education to work with disabled students in the conditions of inclusive education. Discussion and conclusions: We suggest the structure and levels of development of professional preparedness of future primary education teachers to work with disabled students in primary school. It is shown that training future teachers of the primary education level to prepare them for work with disabled students will be more productive and effective if in the process of their academic learning at university they are provided with specially created conditions enabling them to form their professional preparedness to work in the situation of inclusive education, to design social systems of distributed activities, to acquire the knowledge of defectology and to analyze and manage their own behavior and activities. All this becomes possible due to introducing special integrated courses of the psychodidactic focus in the curriculum and earlier dates of practical work to enter upon a professional activity.

ВПЛИВ СОЦІАЛЬНО-ВИХОВНОГО СЕРЕДОВИЩА УНІВЕРСИТЕТУ НА ПРОФЕСІЙНУ ПІДГОТОВКУ МАЙБУТНІХ ФАХІВЦІВ ПОЧАТКОВОЇ ОСВІТИ

The essence of the concept of the social and educational environment of the university as a space for the implementation of social activity of students has been clarified in the article. The influence of this environment on the professional development of the personality of the future specialist of elementary education, the formation of the social mobility and personal and professional culture are researched. The peculiarities of the organization of the social and educational environment during the training of future teachers of primary education have been considered, its tasks and functions have been substantiated. The attention has been focused on the fact that the socio-educational activity of the university involves not only the creation of certain pedagogical conditions for the student’s socialization but also the diagnosis and development of the readiness of future teachers to carry out their professional activities. It has been noted that in order to create a favorable social and educational environment during the professional training of students, it is necessary to adhere to the following requirements: the unity of education, upbringing and development of future teachers of elementary school; awareness of the social significance of the process of education in higher education as the dominant factor in the development of the general cultural potential of the future teacher; formation of professional-value orientations of the future specialist. It has been preconditioned that the social-educational environment in the universities will be effective if its activities are organized according to the corresponding types and directions. As the criteria for the effectiveness of the development of the social and educational environment in the system of training the future teachers of primary schools, its characteristics have been substantiated: liberality, social activity, mobility. The conclusion has been made that the organization of the social and educational environment in higher educational institutions needs to be reformed. In particular, the important directions of improvement of social and educational work at universities have been noticed: provision of social and pedagogical assistance to the individual and professional formation of future specialists of primary education; asserting the health care the life of future teachers as an effective alternative to the spread of destructive trends in the youth environment and an important indicator of the effective activity of educational work in universities.

Opinions of Future Primary Education Teachers on the Application of Drama in Education (DiE)/Mišljenja budućih učitelja primarnog obrazovanja o primjeni dramskog odgoja u nastavi

AbstractThe paper presents the results of the research which examined the relationship between the sense of competence of future primary education teachers for DiE and their opinions on the importance of applying DiE in teaching. The research was carried out on a sample of N=225 students. The participants were students of the Faculty of Teacher Education in Zagreb (N=95) with the Čakovec branch (N=69) and Petrinja branch (N=26) as well as students of the Faculty of Humanities and Social Sciences in Split – Department of Teacher Education (N=35). Research results show that students have an affinity for DiE although only 15% of the participants consider themselves competent for applying DiE. Key words: competences; Drama in Education; students in primary education program of study. --- SažetakU radu su prikazani rezultati istraživanja kojem je cilj bio ispitati povezanost između osjećaja kompetentnosti budućih učitelja primarnog obrazovanja prema dramskom odgoju i njihovih mišljenja o važnosti i primjeni dramskog odgoja u nastavi. Istraživanje je provedeno na uzorku od N=225 studenata. U istraživanju su sudjelovali studenti Učiteljskog fakulteta u Zagrebu (N=95) s odsjekom u Čakovcu (N=69) i Petrinji (N=26), kao i Filozofskog fakulteta u Splitu, učiteljski smjer (N=35). Rezultati istraživanja pokazuju da su studenti skloni dramskom odgoju, međutim samo 15 % ispitanika se smatra kompetentnima za primjenu dramskog odgoja u nastavi.Ključne riječi: dramski odgoj; kompetencije; studenti primarnog obrazovanja.

Компетенции за създаване на учебни ресурси в дигитална среда

The article presents the teacher's activity in terms of the educational resources they use in their teaching. Emphasis is placed on the opportunity for teachers to create their own educational materials in a digital environment. A classification of the educational resources has been made according to the purpose they serve and the digital objects they consist of. The pedagogical projections of digital objects in their role as components that make up the learning resources have been analyzed. The need to form hybrid competencies, in this case digital-pedagogical ones, for the students who would be future teachers in primary education has been explained.

Компетенции за създаване на учебни ресурси в дигитална среда

The article presents the teacher's activity in terms of the educational resources they use in their teaching. Emphasis is placed on the opportunity for teachers to create their own educational materials in a digital environment. A classification of the educational resources has been made according to the purpose they serve and the digital objects they consist of. The pedagogical projections of digital objects in their role as components that make up the learning resources have been analyzed. The need to form hybrid competencies, in this case digital-pedagogical ones, for the students who would be future teachers in primary education has been explained.

Propuesta de modelo de enseñanza-aprendizaje de la historia en formación de maestros/as a través de la didáctica del objeto

<p>El presente trabajo muestra una experiencia de didáctica de la historia en formación de maestros basada en el método por descubrimiento a partir de fuentes primarias y su eje estructurador es la didáctica del objeto y el aprendizaje-experimentación del método inductivo. La experiencia se ha llevado a cabo en dos cursos y ha implicado a 327 estudiantes.</p><p>El objetivo principal es el de desarrollar un modelo de enseñanza-aprendizaje de la historia para futuros docentes de educación primaria que les permita conocer metodologías didácticas alternativas a las habituales durante su escolarización.</p><p>Con el objetivo de evaluar la experiencia tanto desde el punto de vista de los resultados conseguidos como desde la perspectiva de la percepción del alumnado, por un lado, se muestran los resultados de las rúbricas de evaluación para las dos actividades principales, y, por el otro, se recoge la voz del alumnado a través de cuestionarios de respuesta cerrada, redacción de opiniones anónimas, apartados de algunos trabajos y comentarios en el blog Espai Híbrid.</p><p>La experiencia y los resultados obtenidos avalan el trabajo realizado tanto por las notas como porque el alumnado reconoce haber experimentado una manera distinta de aproximarse a la historia mucho más satisfactoria en términos de aprendizaje y disfrute de la materia y manifiesta la voluntad de implementar metodologías similares en su futura profesión.</p><p>La principal conclusión a la que llegamos es que la propuesta de modelo de enseñanza-aprendizaje de la historia, con sus correspondientes adaptaciones, es útil y aplicable a distintos niveles educativos.</p>

Strategies for Teaching and Dissemination of Artistic Heritage by Promoting Critical and Creative Thinking Among Future Primary Education Teachers

Abstract The historical and artistic heritage of Spain is varied and has a great cultural wealth; however, it is necessary to know this heritage in advance before taking any action for enjoyment, preservation or protection. The importance of this knowledge is introduced in the curriculum of different educational school levels, which features in a prominent place. It is fundamental that future teachers first know the historical heritage of their surroundings to subsequently design strategies for teaching and dissemination in primary schools. Thus, future teachers’ initial training must be fully based on a solid knowledge of their subject, mastering a variety of techniques and developing critical and creative thinking. The teaching of social sciences provides several opportunities to enhance and develop these intellectual skills such as analysis and synthesis, critical thinking, comparing and deducing, managing information and teamwork. These skills will become apparent through the design of different teaching strategies whose ultimate goal is that students in education degrees develop abilities to think and devise new and creative ideas through historical and artistic heritage.

Hunger and Prejudice. A study of Development Education in Teachers Training

Abstract University education is key for social transformation to promote the development of attitudes and social and moral values, such as social justice, solidarity and respect .Currently, it is urgent to have an education based on analysis and reflection, a critical educai on, committed to the world around us, which allows people to become active subjects, remarkable presences in the world, people that can be protagonists in the transformation of the society in which they live. Development Education (DE), as a transforming educational process, committed to the defense and promotion of all people's human rights, seeking ways of action at individual, local and global levels to achieve human development (Boni, 2005, p.316) is key to foster a sense of belonging to a global community of equals. In teacher training, it is essential to develop this approach in order for the future teachers to commit themselves in achieving a global citizenship education ( Banks, 2008 , Hanson, 2010 ; Smith & Laurie, 2011). In the Teaching degree at the University of Valladolid, DE is part of the subject Education for Peace and Equality taught in basic training, which all students must take when starting college contents. The goal is not only for future teachers to acquire knowledge, but also to generate critical attitudes and promote involvement and social participation to complete the three fundamental dimensions in a process of teaching and learning: cognitive, procedural and attitudinal. Hunger is a major worldwide problem. Although it seems a distant reality, 795 million people worldwide are chronically hungry and in Spain although it is difficult to quantify, numerous cases of child malnutrition risk have been identified by social intervention organizations. The analysis of this reality must start from the knowledge and ideas on the subject that students have initially, in order to promote a comprehensive knowledge and understanding that generates restlessness and need to action. In this contribution we show how we work the terrible reality we have just described. It refers to the educational process carried out with three groups of future Nursery and Primary Education teachers, and the results obtained. We take the basis of a proposal from Sequeiros (1997), which uses group interviews and a participatory research techniques consisting of expressing the degree of agreement with a series of statements, and argue about them. Our study shows how the knowledge and preconceptions that students have about hunger in the world are based on topics that favor social inequality. However, after receiving specific training in DE, they significantly changed their world view and therefore this problem. Based on this experience we present an action proposal seeking the integration of three key actions: development of critical judgment, being able to argue their own opinions, and the critical ability to understand and find the root of the problems, as well as the generation of a commitment attitude to take action

TIC y conductas de riesgo en Primaria: prevención y promoción de la salud en la escuela

El objetivo de este proyecto de innovación educativa ha sido poner en marcha un plan de formación para dotar a los futuros maestros y maestras en Educación Primaria de las competencias necesarias para desarrollar su papel como agentes de prevención en la escuela, concretamente en las conductas de riesgo relacionadas con el uso de las TIC en la edad escolar. Para ello se han realizado un conjunto de actuaciones desde una perspectiva psicoeducativa que han promovido la reflexión en torno a los factores de riesgo y los hábitos saludables en el uso de las TIC durante la etapa de primaria (6-12 años).

Afectos y cognición de los futuros maestros en la resolución de problemas matemáticos

El sistema educativo ha dedicado muchos esfuerzos al desarrollo de la mente racional y del conocimiento lógico y reflexivo, sin dar importancia a la dimensión afectiva al considerarse que las influencias de naturaleza cognitiva y emocional no se presentan interrelacionadas.La aparición de actitudes, creencias y emociones hacia las matemáticas perdura en el tiempo y arraiga fuertemente. Los estudiantes del grado en Educación Primaria también las muestran y las padecen cuando dichas actitudes, creencias y emociones son desajustadas, por lo que, si no las modifican, pueden influir en los logros de sus futuros alumnos en el ámbito matemático. Así pues, el análisis de estos factores emocionales nos permitirá diseñar estrategias de actuación que redunden en la mejora del rendimiento en la práctica profesional docente.En este estudio, de carácter cuantitativo y cualitativo, valoramos los factores afectivos de los futuros maestros de educación primaria, cuando se enfrentan a la resolución de problemas matemáticos. Los resultados indican dificultades cognitivas a la hora de favorecer procesos heurísticos esenciales para la indagación y la búsqueda de soluciones a los problemas que, a su vez, pueden contradecir la percepción de los estudiantes en cuanto a las creencias sobre la propia seguridad, confianza, satisfacción, curiosidad, capacidad y recursos cuando resuelven problemas.

Nuevas tecnologías, universidad y educación artística: El diseño de webquests con rúbricas de evaluación en la formación de formadores

Tras la entrada en vigor del Espacio Europeo de Educación Superior (EEES), se reforzó la idea de un nuevo concepto de educación relacionado con las posibilidades didácticas de las Nuevas Tecnologías. En este contexto formativo, han sido numerosas las herramientas 2.0 que han pasado a formar parte de los recursos puestos a disposición de docentes y alumnos. Es por ello que la Universidad debe formar a los futuros profesionales de la educación para que sean capaces de utilizar correctamente las tecnologías en las aulas. En este sentido, el artículo que presento a continuación resume la segunda fase de un proyecto de investigación-acción sobre el diseño de WebQuests con rúbricas de evaluación llevado a cabo en el Grado de Maestro en Educación Primaria (UCLM) de manera paralela a los contenidos de Educación Artística incluidos en el plan de estudios.