Future Teachers Of Primary Education Research Articles

Assessment of future teachers’ geographic knowledge of the territorial organization of Spain using mental maps

This study analyzes the knowledge of the Spanish State’s administrative structure (provinces and autonomous communities) of future primary education teachers in Spain. The purpose is to analyze the relationship between the results yielded by a geographic knowledge test and students’ socioeconomic, educational and geographic context. The methodology chosen is based on the analysis of mental maps drawn up by the participants in the study, which included 627 students taking the Undergraduate Degree in Primary Education Teaching at four Spanish universities. A synthetic index supported by a principal component analysis and Cloke’s rurality index has been developed. The results show that students’ origin, their parents’ occupational status, their age and, to a lesser degree, their gender, are variables that contribute to drawing an explanation of the geographic literacy of the participants in the study. Only the indexes of 38% of the total scored above average.

Проблема психологической готовности будущих учителей начальных классов к профессиональной деятельности

<p>This article attempts to analyze the problem of psychological readiness of future teachers of primary general education. The concept of “psychological readiness” and its main characteristics are analyzed. An empirical study of psychological readiness for professional activity of a teacher from the position of factors of psychological readiness, emotional-value attitude and professional identity was conducted. The results obtained indicate that the main professional ideas have been formed: about yourself as a specialist, your role, and professional goals. Objective factors of psychological unpreparedness of the subjects were studied: low social status, professional overload, dissatisfaction with the climate in an educational institution. As personal factors, the subjects noted emotional difficulties — professional fears, emotional shock from professional problems they would have to face, low stress tolerance, diffuse identity. The obtained results allowed us to draw conclusions and formulate general directions for solving this problem in practical education.</p>

Проектирование средств оценки компетенций воспитательного модуля у будущих педагогов начального общего образования

<p>The article presents a solution to the problem of designing means for assessing professional competencies in future teachers of primary general education according to the module of educational activities of the Core of Higher Pedagogical Education. The authors substantiate the process of designing assessment tools by teachers on the basis of competency-based and modular approaches to the content of teacher education based on the conceptual approaches presented in the studies of A.A. Verbitsky, A.V. Khutorsky, N.N. Narbekov, M.A. Bezborodova, O.A. Kozyreva, A.V. Novikov. Information-analytical, planning-prognostic, organizational-executive, control-diagnostic, regulatory-corrective stages of designing evaluation tools are presented. The content and planned results of the teacher’s activity are revealed in the course of designing evaluation tools for the psychological and pedagogical training of bachelors students in the profile “Primary education”. The prospects of the study are to determine the levels of formation of the competencies of the module of educational activity in future primary school teachers based on the creation of competency-oriented professional tasks.</p>

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

Collaborative Online International Learning experiences have gained popularity and presence in the last years, but the motivational impact they have on future Primary Education teachers in the field of teacher training education is to be researched. We present a quantitative study that tries to estimate the level of motivation of teacher training students that are in the trilingual degree in the Basque Country. This study examines the level of confidence, attention, satisfaction and relevance of learners in higher education according to Keller’s ARCS model of motivation. It compares the results obtained between learners that have taken part in the Collaborative Online International Learning project, from now on COIL, and those that did not have the opportunity to take part in the virtual exchange and that had to develop the project in the traditional way. It also reflects the opinions they have regarding the general satisfaction of the project. The study involved 43 students from the UPV/EHU (University of the Basque Country) and students from Masaryk University. The data was collected through a validated questionnaire IMMS created in Google Forms. Key findings include that this faculty driven intervention that in all the dimensions, except Satisfaction, show significance results. Therefore, it is confirmed that the dimensions of Attention, Relevance, Confidence, as well as the overall score of the instrument (Global IMMS), show significant differences between the two groups analyzed. The exceptionality of the Satisfaction dimension is very close to the rejection zone of the null hypothesis. This helps us to underline the positive value of the implementation of virtual exchanges and it is therefore concluded that the greater motivation, the higher the degree of positive attitudes towards taking part in virtual exchanges. These results allow decisions to be taken with regard to implementing these experiences in the initial training of teachers, since the data that has been collected has direct implications for global learning engagement level and as an effective pedagogical approach to prepare all students to cope with the requirements that a 21st century society has.

Beyond functionality: Building critical digital teaching competence among future primary education teachers

Digital literacy has moved away from its traditional instrumental conception, to be nourished by critical perspectives that have been increasingly adopted in all areas of the analysis of technology and education. The importance of generating educational models that contribute to the emancipation of people in a post-digital and highly complex world is an increasingly evident challenge. However, it is still difficult to find concrete examples of pedagogical strategies specifically devised to foster digital literacy in line with this much needed emerging critical lens. This paper presents a case study of a set of learning experiences integrated into a compulsory module for students in the 1st year of a degree in education sciences, which leads to the qualification required to teach at primary schools in Spain. The results highlight the importance of providing students with learning opportunities conceived to help them become future teachers ready to have a transversal impact on education for the emancipation of people in the post-digital world, rather than simply training them as operators who use technology to enhance skills.

Intermedia Art Projects in Vocational Training of Primary and Pre-primary Education Teachers

Vocational training of future teachers of primary and pre-primary education strives to prepare future teachers to succeed in pedagogical practice as best they can. That is why they should have the opportunity to connect theory and reflected practical experience, not only within pedagogical practices. One of the possibilities is intermediate artistic projects offered to students of the Faculty of Education, Masaryk University, Brno, within didactic preparation and independent disciplines. They provide students with additional knowledge, help to gain experience, and emotional experience. Implemented intermediate projects are also a source of valuable research data. Their analysis revealed essential conclusions that can improve the training of future teachers.

THE USE OF HYFLEX TECHNOLOGY IN TEACHING FOREIGN LANGUAGES TO STUDENTS OF PEDAGOGICAL SPECIALTIES UNDER MODERN CHALLENGES

The article highlights the use of the HyFlex technology in teaching foreign languages to students of pedagogical specialties, in particular, 013 “Primary Education” and 012 “Preschool Education” under modern challenges. In accordance with the research target, the following tasks are defined as clarifying the essence of basic concepts; describing the HyFlex technology of teaching a foreign language; and determining the prospects of further research of the HyFlex technology of teaching a foreign language for future teachers of primary and preschool education. The method and procedure of an ascertaining stage of the pedagogical experiment is presented in this research which includes self-assessment surveys and diagnostic tools to evaluate students' readiness to learn foreign languages in the HyFlex model. Intuitive, reproductive, searching, and creative students' readiness levels are defined by the authors in terms of the HyFlex model. The results of the research suggest that most students exhibit a reproductive level of skills in this context. The article provides insights into the organization, principles, and structure of HyFlex foreign language teaching for students specializing in primary and preschool education, emphasizing the importance of technological and linguistic criteria. The authors present an array of educational tools and digital resources that enhance language learning within the HyFlex framework (Google Services (Google documents, presentation, sheets, forms, Jamboard), Quizlet and Anki, Mentimeter, Quizalize, WordWall, Flip, Canva, Vocaroo, Metaverse Studio Application). Future research is expected to focus on the formative stage of the pedagogical experiment, aiming to further develop students' abilities in foreign language learning within the HyFlex model.

Case technology based on art as a way to form communicative competence in future teachers of pre-school and primary education

Case technology based on art as a way to form communicative competence in future teachers of pre-school and primary education

ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ОСВІТИ ДО ЗАСТОСУВАННЯ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ В ОСВІТНЬОМУ ПРОЦЕСІ

The article is devoted to the use of interactive technologies by future teachers of primary education in educational institutions. The essence of interactive learning, which is carried out by forms of activity, when all participants of the educational process interact with each other, exchange information, solve problems together, evaluate the actions of participants, is revealed. It was determined that interactive technologies in education have great potential for improving the quality and efficiency of education. The concept of an interactive complex, which includes a computer, special software, a projector and an interactive whiteboard, is considered, and the method of its use is described. But the use of interactive technologies is not limited to the use of interactive complexes. For independent work, students use various interactive programs that allow learning the material in a playful, easy and interesting way. It is clarified that with the help of software training tools that simulate non-computer interactive methods, which include case technologies, role-playing and business games, as well as virtual laboratories, virtual tours, virtual excursions are successfully used in the educational process thanks to the use of modern multimedia tools. The stages of training classes using multimedia equipment are highlighted. It becomes obvious that by using interactive programs in the educational process, the teacher will have the opportunity to implement various teaching methods; significantly reduce the volume of material by using demonstration modeling; use the computer as a simulator; monitor the level of knowledge acquisition; to ensure more effective, controlled and managed independent work; it will be easier to overcome psycho-emotional barriers due to a certain anonymity of contact with the computer. It has been proven that the use of interactive technologies in the educational process of a higher education institution will contribute to the improvement of the quality of methodical training of the future teacher of primary education, the deepening of knowledge, abilities and skills, the increase of motivation and the encouragement of independent search, the expansion of one's horizons and the development of oneself as an individual. Key words: interactive whiteboard, information technologies, interactive learning tools, multimedia tools, technologies of the educational process.

FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF FUTURE TEACHERS

The article deals with some aspects of the problem of formation of artistic and aesthetic competence of future teachers of primary general education. An analysis of work practice indicates that the level of professionalism in the field of art education and the qualitative characteristics of the future teacher - aesthetic culture, aesthetic and artistic taste - do not always meet the requirements of modern society. This once again confirms not only the relevance of the study, but also the need to search for and systematize forms and methods aimed at developing the artistic and aesthetic competence of future teachers.

Trainee Teachers’ Perceptions of Socio-Environmental Problems for Curriculum Development

Socio-environmental problems are some of the major concerns of today’s society, and education is an essential area to raise awareness and mould future citizens who will be committed to sustainability. The purpose of this paper is to ascertain how future primary and secondary education teachers in the area of social sciences perceive the socio-environmental problems that affect today’s society, for their subsequent inclusion in the curriculum. To this end, a study was carried out by means of a questionnaire, which showed that trainee primary and secondary teachers have a high consideration of these environmental problems, with hardly any differences noted according to sex or type of degree studied. This perception is positive in terms of the subsequent inclusion of socio-environmental problems in the development of the curriculum by the participating trainee teachers, who largely prefer an autonomous model for curricular implementation.

The Vision of Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach

This study was established as an interpretive or phenomenological approach, based on a content analysis of the vision of future primary education teachers for education for sustainable development and its relationship with professional sustainability competencies. The sample consisted of 367 people—113 men, 247 women, and 7 who preferred not to say—with an average age of 21.82 ± 2.56, all of whom were studying for a Primary Education teaching degree at the Universities of Zaragoza and Granada in Spain. The content analysis process followed the phases proposed by Bardin: pre-analysis, based on an adaptation of the Cebrián and Junyent questionnaire; exploitation of the material, wherein the fragments to be coded were selected and coded one by one, by consensus between the three researchers; data processing and interpretation, using the QRS NVIVO 11 software. The main results show that respect, coexistence, and collaboration are the normative principles that regulate behavior and that the competencies related to education for sustainability have to do with managing emotions, critical thinking, clarifying values, and contextualizing problems. Furthermore, there is a lack of pragmatism that shows the need to develop the field of education for sustainable development through experiential, interdisciplinary, collaborative, and critical educational plans and projects.

Sociolinguistic Competence and Training Needs of Future Primary Education Teachers

Sociolinguistic competence deals with the social dimension of language use, of vital importance for teaching. This work delves into sociolinguistic competence level of 380 students from the universities of Jaen, Granada and Oviedo (Spain), identifying the post-test impact of the online “Affective e-learning+” program. Data analysis was performed through a pre-post-test quasi-experimental study with a non-equivalent control group. A descriptive study was conducted, followed by inferential examination. Data were analyzed with the program SPSS v23. The results provided evidence of different levels of initial performance, showing in some cases significant deficiencies. The online program produced significant differences, with a “high” impact with regards to improvement in “registry use and adaptation to the context,” “talking slowly and vocalizing” and improvement in “use of non-verbal language.” It is concluded that there is the need to pay attention to the communicative competence of future teachers, noting the benefits of the program “Affective e-learning+”, designed to improve this competence.

An Educational Project Based on the YouTuber Phenomenon for the Development of a Minority Language

In the Basque Autonomous Community (BAC), the “Basic Law on the normalization of the use of Basque” (law 10/1982, of 24 November) establishes that Basque citizens have the right to express themselves in either of the two official languages (Basque and Spanish), and to receive instructions in both languages. Therefore, the Faculties of Education must train future teachers to be able to teach and communicate in the Basque language. However, data from the last VI sociolinguistic survey (2016) tell us that 33.9% of the population aged 16 and over living in the BAC is Basque-speaking, but balanced bilinguals who express themselves with the same fluency in both Basque and Spanish make up only 29.3% of Basque speakers. In a study on linguistic customs in the academic field carried out on a group of future primary education teachers, it was observed that although Basque is the language they will teach in the schools of the BAC, it is not their main language of communication. Given this situation, it was deemed necessary to introduce the use of technology to promote the use of Basque. To this end, a project was designed and implemented, involving the intensive use of the social network YouTube. This paper presents the results of the data generated in this didactic experiment at the university level.

Saturdays of Science. An Experimental Learning and Training Scenario in CLIL and IBSE: A Case Study

We present a case study where the use of both Content and Language Integrated Learning (CLIL) and Inquiry-Based Science Education (IBSE) can be observed and studied as a hybrid methodology applied in a non-formal context in primary education. The context is the teaching of science in a Foreign Language (English) and the aim is to determine didactic strategies that are useful for improving teaching/learning processes. It is conducted in the non-formal context of science workshops, known as Saturdays of Science. 102 children in primary education attended the workshops, at which both the CLIL and the IBSE approaches were combined and which were supervised by 17 future teachers of primary education. The workshops were observed and analysed together with the changes introduced in the methodology and in the successive improvements to the teaching experience, examining the way in which they influenced the perceptions of the children and the future teachers. These results offer useful strategies for teachers in charge of CLIL teaching in primary education.

Geometric Thinking of Future Teachers for Primary Education—An Exploratory Study in Slovakia

Various studies show that the level of knowledge achieved by pupils is influenced by the level of knowledge of their teachers. In this article, we focus on geometric thinking and the solutions for geometric tasks through a study of future teachers of primary education. The research sample consisted of 59 master’s students from the Teacher Training for Primary Education (TTPE) program. To determine the level of geometric thinking of TTPE students, the van Hiele geometric test was used. Two geometric multi-item tasks were proposed and the students’ solutions to these tasks were quantitatively and qualitatively evaluated. The main goal was to analyze students’ misconceptions while solving tasks and to compare and reveal the connections between their solutions and their achieved level of geometric thinking. A statistical implicative analysis was used for a deeper analysis, namely the statistical software C.H.I.C. The research findings show that more than 40% of TTPE students in the research sample did not reach the required level of geometric thinking. The achieved level of the geometric thinking of students is also influenced by the type of high school education. We observed problems with understanding the concept of the triangle and square in TTPE students. The connections between the solutions of two geometric tasks and the achieved level of geometric thinking were also revealed.

Learning about Sustainability and SDG with Future Primary Education Teachers in Initial Training

The current situation of global change, caused by our way of life and our consumption habits, has negative effects on the social, economic and environmental spheres. To alleviate these changes, from the field of education, various actions focused on sustainability are being carried out. Knowledge of sustainable environmental development is essential in the formation of citizenship, and therefore in education. That is why the purpose of this work is to introduce future primary school teachers to the Sustainable Development Goals (SDG) of the 2030 Agenda for Sustainable Development established by the UN, as an educational tool for teaching and learning sustainability in classrooms. The 4th Degree of Primary Education students worked at designing a didactic intervention, based on the development of Education for Sustainable Development Competencies (ESDC), complemented with the dissemination on Instagram of visual creations on the SDGs designed for primary education students. As a result, 5 didactic proposals and 84 posts were generated on Instagram with 1131 comments. In conclusion, in teacher training, it is necessary to become familiar with the scientific contents and the various ways of working on them in the classroom, to enable the necessary didactic transfer.

Students’ self-assessment of their competence for maintaining pedagogical documentation in primary teaching

Apart from dealing with pupils in class, teachers are required to have a good command of maintaining pedagogical documentation daily, throughout the school year. This way, they carry out all administrative activities that ensure a thoughtfully planned realization of the teaching process. Fundamental competencies needed to perform the job are initially acquired at university and further developed through professional pedagogical practice and work. This paper provides an insight into the self-evaluation of the competence of students, future teachers in primary education to maintain pedagogical documentation and its connection to taking the School Regulation and Documentation course at the Faculty of Teacher Education of the University of Zagreb. The research results indicate that this competence is greater in students who have taken the course, compared to the ones that have not. On the other hand, both groups of students blame the lack of the competence on the inability to apply theoretical knowledge in the teaching practice. All students, nevertheless, acknowledge the importance of enrolling in at least one course related to school administration. They believe such courses enable future teachers to acquire essential skills needed to competently maintain pedagogical documentation upon employment

Education for sustainable development with transdisciplinary-oriented courses - experiences and recommendations for future collaborations in higher education teaching

ABSTRACT The paper investigates how teacher trainees in higher education geography and external, non-scientific partners perceive and experience collaborations in an active teaching and learning approach. Such formats are recommended in education for sustainable development (ESD) but are likely to be challenging experiences for all actors involved. The study analysed two transdisciplinary-oriented courses, where future teachers in geography and primary social and science education collaborated with civil society partners. Semi-structured interviews were conducted with 24 students and partners; course evaluations complemented the database. The analysis identified several approaches to collaboration and aspects that either led to intensive collaboration or challenged its transdisciplinary character. Furthermore, the study revealed the interdependencies between the external partners’ expectations, their motives and the perceived effects of the collaborations. The partners anticipated a wide range of expectations, some of which went beyond what the students could reasonably deliver. Our analysis also showed that the collaborations enabled students to learn, experience and reflect on an active teaching and learning approach to ESD. We conclude that transdisciplinary-oriented courses can oscillate along the spectrum between “nice try” and “valuable initiative”. The paper ends with recommendations for shaping and delivering transdisciplinary-oriented courses effectively.

Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education

Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.