Primary Education Research Articles

Mammography screening among women attending primary healthcare centers in Monastir, Tunisia

Abstract Background Breast cancer is the leading cancer among women worldwide. Early detection through mammography screening improves prognosis and enhances survival rate for this disease. The aim of this study was to identify the factors associated with mammography screening utilization among women attending primary healthcare centers. Methods A cross-sectional study was conducted in four primary healthcare centers in Monastir governorate in October 2023 using a pre-tested questionnaire. Women aged over 45 years-old were included as they were the target group in the breast cancer screening strategy. Univariate then multivariate analyses were performed in order to identify the factors associated with mammography screening utilization. Data was analyzed by SPSS 21.0. Results A total of 192 women were included in the study with a mean age of 56.7±8.8 years-old. Among them, 79.7 % (n = 153) were married and 51.6% (n = 98) had three children and less. A total of 55.3 % (n = 94) had a primary education level. Regarding participants’ practices of breast cancer screening, 35% of our participants have had mammogram. Univariate analysis showed that the knowledge about breast cancer symptoms (p = 0.015), practicing Breast self-examination (BSE) (p = 0.002), being aware about mammography (p = 0.001) and the recommended age of the screening at 45 years-old (p = 0.001) were significantly associated with adherence to breast cancer screening. Multivariate analysis revealed that practicing BSE (ORa=2.60 [95%CI: 1.22-5.55] and knowing the recommended age of mammography screening (ORa=2.28 [95%CI: 1.17-4.45] were significant (P < 0.05) predictors of mammography screening utilization. Conclusions Mammography screening rate is low. This study had provided some informations about factors influencing mammography screening. Policymakers and public health practitioners should consider the identified factors when developing intervention programs to improve breast cancer screening. Key messages • There is a need to conduct education sessions in schools to raise awareness about breast cancer screening at an early age. • Social media can be a tool for health education on mammography screening.

Assessing cancer prevention literacy among European population: a cross-sectional study

Abstract Background Cancer prevention literacy (CPL) is essential for empowering individuals to make health-informed decisions and adopt preventive measures to reduce their cancer risk. This study aims to measure CPL among the European population. Methods A cross-sectional population-based study was conducted from February to March 2024 among European residents over 18 years old (N = 2312) in the context of BUMPER Project (https://bumper.cancer.eu/). An online self-administered questionnaire was developed including: sociodemographic characteristics (age, gender, country of residence, educational level), and CPL (general and by European Code Against Cancer -ECAC- topics). A descriptive analysis was performed and the chi-square and Kruskal-Wallis test were calculated to examine the relationship between CPL and sociodemographic variables. Results 44.2% showed a high level of CPL, followed by 39.5% with medium, and 16.3% with low level. 61.1% of participants are not aware of ECAC. ECAC topics with higher levels of knowledge are: UV exposure (88.3%), pollution (81.6%), tobacco (78.7%), second-hand smoking (60.9%). ECAC topics with lower levels are: hormone replacement therapy (47.9%), breastfeeding (41.6%), and vaccination (32.9%). Statistically significant differences (p < 0.05) are observed in CPL level by gender, country of residence, and educational level. Those with a higher % of low CPL levels are men (22.8%), people from West and South Europe (20.8% and 18.1%), and primary education level (34.7%). Conclusions CPL level is medium-high among the European population, with social and gender inequalities. Further studies are needed to delve into these inequalities. Key messages • The cancer prevention literacy level is medium-high among the European population, with social and gender inequalities. • There is a need of tailored interventions to address social inequalities in cancer prevention literacy among European population.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Associated Factors of Low Birth Weight among Newborns at Hospitals in Kisangani, Democratic Republic of Congo

Background: Low birth weight remains a major public health problem in every country in the world. It is a predictor of early neonatal mortality, morbidity and long-term health. The aim of this study was to determine the prevalence of low birth weight and to identify the associated factors in a hospital setting in Kisangani. Material and Methods: An unmatched case-control study was used including all live and full-term births was conducted from 1 December 2023 to 31 May 2024 in the maternity wards of Makiso-Kisangani General Referral Hospital, Mangobo General Referral Hospital, Tshopo General Referral Hospital and Alwaleed Health Centre. A sample of 646 newborns was selected: 86 cases (newborns weighing less than 2500 grams) and 560 controls (newborns weighing 2500 grams or more). Factors associated with prehypertension were identified using logistic regression. Results: The prevalence of low birth weight was 13.4%. Factors associated with low birth weight were maternal age less than 18 years, intergenital interval less than 2 years, maternal infection during pregnancy, high blood pressure, level of primary education and urban residential environment. Conclusion: This study shows that low birth weight remains a public health problem in Kisangani. In addition to shedding light on the other contributing variables and the connections between them, prospective national research would enable the development of preventative measures.

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

Redefining Teacher-Student Interaction in the Digital Era: A Case Study of Hybrid Learning Models in Primary Education

This study aims to explore the dynamics of teacher-student interactions in the context of hybrid learning in elementary schools. Data were collected through classroom observations, interviews with teachers, and analysis of digital platforms used through a case study approach. Findings indicate that although digital technology provides flexibility in time and space and a variety of interactive tools, student engagement in online sessions tends to be low. Non-verbal communication is also limited, affecting the quality of interpersonal interactions. Digital literacy is key; teachers who can utilize technology well can improve student interaction and engagement, and the challenge of unequal access to technology widens the gap in learning. The implications of this study emphasize the need to improve digital literacy for teachers and students, as well as solutions to overcome technological barriers to support effective hybrid learning in the future.

Health tourism training: A study on secondary education

Aim: In previous studies on health tourism education in Türkiye, it has been observed that it is the subject of higher education. As in many European countries, vocational education starts after primary education in Türkiye. This study aims to answer the questions of what is the place and importance of health tourism education at the vocational secondary education level in Türkiye and how this situation is related to Türkiye's health tourism policies and goals, such as becoming the capital of health tourism in 2053 and creating a global brand with the slogan "Health Turkiye". Methods: The research used a case study design as a qualitative research method. For the research, the documents and development plans of the curricula of 53 fields and 114 branches in vocational secondary education were examined. Results: In the examination, it was seen that there are courses related to health tourism in the 4-year education programs in the fields of health services and accommodation and travel services. However, it was observed that 50% of the courses in the curriculum of Accommodation and Travel Services and 100% in the curriculum of Health Services are elective courses. Conclusion: Because the place and importance of health tourism education at the secondary education level have not been examined before, and Turkiye's targets regarding health tourism, our study is a pioneering and important study in determining the status of health tourism in the framework curricula at the secondary education level

The Impact of Lockdown in Cyberbullying in Primary Education: Transitions of Cyberbullying and Bullying.

The COVID-19 pandemic triggered a worldwide socio-sanitary crisis, continuing to impact societies worldwide. With many school systems shifted to online education, the current study presents a unique opportunity to investigate relevant phenomena related to serious health issues during the schooling and later in life, cyberbullying and bullying. This study began just before the COVID-19 lockdown was declared and resumed 5 months later allowing to explore 2 main objectives: first, to explore whether cyberbullying increased during the lockdown, and second, to analyze transitions from to time of bullying and cyberbullying. The participants included 792 students from sixth and seventh years of Primary Education (Meanage = 10.81, SD = 0.85) in Ecuador. This is a quantitative longitudinal study. Cyberbullying and bullying scales were used for data collection before the lockdown in January and February 2020 (T1), and after 5 months of lockdown, at the end of the same academic year in July 2020 (T2). Descriptive, comparative and predictive analyses, a latent transition analysis was used to identify latent status of cyberbullying and bullying behavior at T1 and T2. The results revealed a significant increase of cyberbullying after 5 months of the lockdown. Interestingly, only a small percentage of students who were uninvolved in cyberbullying and bullying in T1 remained uninvolved in T2. The discussion explores the dynamics of cyberbullying involvement and examines changes in the roles and groups of bullying and cyberbullying after 5 months of lockdown. The political- and school-related implications of these findings are thoroughly discussed.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Analyzing the Long-Term Effects of Eliminating School Fees on Access to and Quality of Education in Uganda, Considering the Policy's Implications for Gender Parity and Inclusive Education

Purpose: The aim of the study was to analyze the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The elimination of school fees in Uganda under the Universal Primary Education (UPE) policy has significantly increased access to education, particularly for children from low-income families and marginalized communities, as seen in the surge in enrollment rates. However, this increase in access has not been matched by improvements in educational quality, with overcrowded classrooms, underqualified teachers, and inadequate resources affecting learning outcomes. Unique Contribution to Theory, Practice and Policy: Human capital theory, capability approach & social justice theory may be used to anchor future studies on the analyzing the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Special focus should be on training teachers in inclusive education to better support children with disabilities and gender-sensitive teaching methods that encourage the retention of girls in school. Policies should ensure free provision of essential materials, especially for the most vulnerable populations.

The impact of education level on all-cause mortality in patients with atrial fibrillation

The association of socioeconomic status with cardiovascular morbidity and mortality is well known, but data on the influence of education level on mortality in individuals with atrial fibrillation (AF) are scarce. We investigated education level as a predictor of all-cause mortality in patients diagnosed with AF. This retrospective cohort study used a database created from several Swedish nationwide registries to identify all patients hospitalized with a diagnosis of AF hospitalized from 1995 to 2008. Education level was categorized as primary, secondary, and academic. All-cause mortality risk was estimated in subpopulations defined by the Charlson Comorbidity Index and several comorbidities. A total of 272,182 patients (56% male; mean age 72 ± 10 years) were followed for five years. Cox regression models showed a reduction in all-cause mortality risk with increased education level. Hazard ratios (HR) relative to primary education remained significant after stratification and adjustment for several confounders: secondary education HR = 0.88; 95% CI: 0.86–0.89; P < 0.001; academic education HR = 0.70; 95% CI: 0.67–0.72; P < 0.001. Subpopulation analyses confirmed a significant reduction in relative risk with higher education level. Targeted screening and education programs could be effective in reducing mortality in AF patients with fewer years of formal education.

Investigation of 3rd Grade Life Science Textbook Texts and Activities According to Lipman's Critical Thinking Theory

Aim: Individuals need to have a philosophical critical thinking skill in order to have a reasonable approach to the situations and events they will encounter throughout their lives and to benefit themselves and the society Philosophical critical thinking is a process that enhances individuals' capacity to interrogate, analyse, and assess. In this regard, an inquisitive critical approach acquired at an early age makes important contributions to personality development. The current study aims to examine the text and activity contents in the 3rd grade Life Science textbook according to Matthew Lipman's critical thinking theory. Methodology: Methodologically, document analysis was used in the study. In the 3rd grade Life Science textbook, the main approach in the data on text contents, activity questions and statements are that the statements have both a philosophical and critical meaning. The relevant data were analyzed according to the categories in Lipman's critical thinking approach and presented in tables. Findings: The findings revealed that the questions and statements that meet Lipman's critical thinking categories were insufficient. While the expressions among the categories were predominantly judgment formation and being criterion/measure based, the least common categories were context sensitivity and self-correction. Highlights: In this context, it is essential to consider the developmental stages of primary education students and contemporary educational requirements, while integrating a philosophical critical thinking approach more thoroughly into the curriculum and practices to foster an active and inquisitive student personality.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Augmented Reality for Exploring Solids: A Study on Improving Pre-Service Teachers

Applications of augmented reality are gradually being integrated into teaching at various levels and types of schools. Augmented reality has the potential to transform the training of future teachers in the context of developing their mathematical knowledge, digital skills, and teaching competencies. The paper focuses on researching the impact of augmented reality on the learning of future primary teachers. The aim was to investigate the impact of AR applications on the development of cognitive and psychomotor skills and on students' motivation to learn. The study had a mixed research design. Using a pedagogical experiment, we investigated the effectiveness of an educational intervention based on the use of applications Augmented Reality in combination with hands on activities in the training of future teachers. The educational intervention was a set of activities that were carried out in a mixed reality environment using the 3D solids construction kit, the Polyedres augmentes and GeoGebra applications. The content of the educational intervention was the exploration of significant elements and properties of solids. We tested students' knowledge and abilities in the following areas: identification of simple solids from a picture; identification of significant elements of solids (vertices, edges and faces); identification of the shapes of faces of solids; nets of solids; simple metric tasks with solids. The study was conducted in 2024 with 152 primary education students as part of geometry courses. In line with the results of previous research in this area, we found that AR has the potential to improve understanding of geometric concepts, increase interactivity and student motivation. Augmented reality opens up new possibilities for exploring solids and their properties, as it allows for transfer between planar and spatial representation of solids and helps to develop spatial imagination.

Using large language models to support pre-service teachers mathematical reasoning-an exploratory study on ChatGPT as an instrument for creating mathematical proofs in geometry.

In this exploratory study, the potential of large language models (LLMs), specifically ChatGPT to support pre-service primary education mathematics teachers in constructing mathematical proofs in geometry is investigated. Utilizing the theoretical framework of instrumental genesis, the prior experiences of students with LLMs, their beliefs about the operating principle and their interactions with the chatbot are analyzed. Using qualitative content analysis, inductive categories for these aspects are formed. Results indicate that students had limited prior experiences with LLMs and used them predominantly for applications that are not mathematics specific. Regarding their beliefs, most show only superficial knowledge about the technology and misconceptions are common. The analysis of interactions showed multiple types of in parts mathematics-specific prompts and patterns on three different levels from single prompts to whole chat interactions.

Evaluation of Strategic Planning Practices of Managers in Primary Education Institutions

Purpose. Rapid changes that have affected the world from past to present have caused educational institutions to change in order to keep up with the times and raise people for the future. It has become important for educational institutions to turn to new approaches in order to keep up with the changes taking place, to overcome the problems they will encounter and to chart their future. What strategic planning, one of these approaches, can do in educational institutions has become more and more important day by day. One of the important factors in the applicability of strategic planning in educational institutions is the closeness of school administration and teachers to this concept. In this study, the strategic planning practices of administrators and teachers in primary education institutions in the Mesarya rural area, the Turkish Republic of Northern Cyprus will be aimed and evaluated in order to shed light on the knowledge level of administrators and teachers in the country's educational institutions about strategic planning, whether they carry out these plans in their schools, and similar questions. Methodology. In this regard, in order to achieve the intended goal, semi-structured interview questions were prepared, and the collected data was finalized based on expert opinions and a pilot application. As a sample, 5 administrators and 5 teachers in the Meserya rural area of the Turkish Republic of Northern Cyprus were selected, and content analysis was conducted based on the data collected through face-to-face interviews. Result. As a result of the research, it was underlined that the administrators and teachers mostly did not make strategic planning in the schools where they worked. In light of the results, it is recommended that administrators and teachers who lack knowledge on this subject receive in-service training. Conclusion. This study afforded us the opportunity to assess the perspectives, knowledge, and experiences of principals and teachers working in primary schools in the rural Mesarya region of the Turkish Republic of Northern Cyprus regarding strategic planning in education.

Sex differences in the prevalence of metabolic syndrome and associated factors in the general population of Mongolia: A nationwide study.

The prevalence and factors associated with metabolic syndrome (MetS) between men and women in Mongolia were compared using secondary data from the STEPwise approach to non-communicable disease risk factor surveillance conducted in 2019. In total, 5,695 participants (2,577 males and 3,118 females) aged 18-69 years old were enrolled in the study. The prevalence of MetS was 37.4% in total and the prevalence was significantly higher in women (39.2%) than men (35.2%, P = 0.002). The most prevalent MetS components were abdominal obesity in women (74.2%) and high blood glucose levels in men (58.7%). All of the 2,128 participants who were categorized into MetS met the criteria of abdominal obesity. Factors associated with MetS included being 30-69 years old compared to 18-29 years old, low and moderate physical activity levels compared to high levels, history of hypertension and diabetes mellitus, and a high body mass index (overweight and obesity) compared to a normal body mass index in both sexes. Additional factors included Buryat ethnicity compared to Khalkh ethnicity, living in Ulaanbaatar, no education compared to primary education, higher monthly income, and currently drinking in men; and smoking and sufficient fruit and vegetable intake in women. Significant differences were observed between men and women in terms of the prevalence of MetS, components of MetS, and factors associated with MetS. To reduce MetS prevalence in Mongolia, sex-specific programs should be designed to promote health behavior, such as reducing alcohol consumption in men and smoking in women.

Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum

The process of becoming a teacher is complex and involves enormous challenges for student teachers. Without a doubt, among the most decisive ones is the initiation into professional practice during the practicum. This qualitative interpretive study analyses the practicum reports (narratives) of 15 primary education students from the Dialogical Self Theory. The study seeks to identify the voices that nourish their professional identity, the I-positions (I-p) that arise when coping with critical incidents (CI) experienced during the practicum, and analyse how the different I-ps contribute to an agential transition of the identity from student to teacher. The results point out that the significant voices that nourish the identity of the students in training come from teachers and family members. When confronting CIs, the I-p of I-student predominated, and difficulties are experienced in deploying other professional I-ps. These also highlight the contribution of different I-ps towards the development of the students’ identity-agency, particularly of the I-p of I-future-teacher (possible self). The study offers relevant information for understanding how the student–teacher transition occurs and for reorienting practices towards identity development.