Primary Teacher Education Research Articles

Trabajando los sentidos en primer curso de Educación Primaria mediante el modelo de las 5E

This work studies whether the 5E inquiry model can be effective for science teaching in primary education. A series of activities related to the senses have been designed for each of the phases established by the model (Engage, Explore, Explain, Elaborate and Evaluate). The written productions and video recordings of the sessions carried out with 54 first-year Primary students are analyzed. The results have made it possible to verify a successful acquisition of content related to the senses by the students.

Physics as a Subject Matter in Primary Education Teacher Students’ Training: Possibilities for Elimination of Misconceptions

The research focused on the issue of physics subject matter in higher education of primary education teachers. It explained students’ misconceptions on an example of the subject matter about a pulley. The research aimed to study on a sample of 79 students the effectiveness of the designed IBI in eliminating misconceptions in favour of scientifically acceptable concepts. The main research methods were the pedagogical experiment and content analysis of students’ answers. Results showed that students’ misconceptions changed statistically significantly in the post-test against the pre-test in favour of scientifically acceptable concepts. Thus, the research results may incentivise branch didactics of science subjects.

Queering primary initial teacher education

ABSTRACT This research was designed to raise awareness, access and understanding of lesbian, gay, bisexual, transgender, intersex, queer/questioning, asexual/aromantic and others who sit outside of the heteronormative binary (LGBTIQA+), inclusion for pre-service educators studying in Bachelor of Education (Primary) and Master of Teaching (Primary) ITE courses in one Australian university. The project involved the production of three video resources intended for inclusion in existing teacher education units. Whilst originally conceptualized as ’bite-sized‘ resources intended for use by pre-service educators, initial survey data from academic staff indicated the need to first develop the collective understanding of primary education LGBTIQA+ inclusion for the academic staff themselves. This teaching and learning project built on existing work focused on the mapping of LGBTIQA+ content and resources in the Primary ITE courses and is linked to the wider University agenda on equity and diversity. The project was a preliminary investigation into the viability of micro-credentials for Primary pre-service teachers to develop their knowledge and understanding of LGBTIQA+ inclusion in Primary Education. Findings affirm that whilst culturally responsive pedagogical practices are needed in ITE, further resource development and upskilling of teacher educators is required to better support future teachers and the children they work with in relation to LGBTIQA+ issues, and resources.

大中小学思政课教师队伍一体化建设的意义、阻碍与路径研究

Teachers of ideological and political courses are the main implementers of ideological and political teaching and the key to running ideological and political courses well. Promoting the integrated construction of the teaching team of ideological and political courses in primary, secondary, and tertiary schools has important value and significance, which helps to achieve the unity of the overall and hierarchical goals of ideological and political education in primary, secondary, and tertiary schools, the unity of the similarities and differences in teaching content, and the unity of the stages and connections in educational effects. However, achieving the integration of ideological and political education teachers in primary, secondary, and tertiary schools requires a long-term and complex construction process. Currently, there are still many constraints such as varying levels of emphasis on the construction of ideological and political education teachers in different stages of primary, secondary, and tertiary education, insufficient effective communication and interaction among teachers, and uneven teacher abilities and qualities. It is necessary to find a practical path to optimize the ideological and political education teacher team and achieve the integration of ideological and political education teachers in primary, secondary, and tertiary education, Complete the fundamental task of cultivating virtue and talent.

Detecting the Training Needs of Primary Education Teachers On Learning Disabilities

For students to learn adequately depends, among other things, on keeping teachers’ knowledge up to date. Thus the continuous training of teachers is essential, both for new teachers and those with more experience. The aim of this study was to detect the training needs on Specific Learning Disabilities (SLDs) of active primary-education teachers. Through a descriptive design, this work analyses the responses of 75 teachers to the questionnaire designed for this study have revealed limited knowledge about SLDs, due to factors such as the lack of specific training during their degree or scant continuous training programmes. They therefore show the necessity for greater training in this area of special educational needs. We weigh up the educational implications of our results and propose procedures for action.

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.

Assessment patterns in teacher education programmes: content analysis of course syllabi

Given the crucial role that teacher education programmes play in developing teacher-students’ assessment literacy, this study investigates all the course syllabi (n = 278) in primary and secondary-school teacher education programmes offered by three universities in Norway. This study aimed at identifying: 1) the assessment patterns, 2) the relationship between coursework and examination assessment within the course syllabi, and 3) the similarities (or differences) of assessment in teacher education programmes. The results showed a large variation in assessment patterns, especially in the two categories of coursework and examinations. A large percentage of the course syllabi required a form of written, and to a lesser degree, oral assessment. The results did not show a statistically significant relationship between the two modes of assessment in the course syllabi, i.e. coursework and examination assessments. Further, the course syllabi in the three universities were not similar in many assessment-related categories. Our study reveals that formative assessment patterns are rare, and approaches to train teacher-students in developing assessment literacy for future school practices might be missing.

Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness

ABSTRACT Teacher education quality and effectiveness have been at the centre of policy discussions in the last decades. As part of efforts to improve teacher preparation, law 20.903 requires Chilean universities to design and apply diagnostic tests assessing the construct of their choice to all first-year preservice teachers. Based on these results, universities must design strategies to support their students. However, universities are facing challenges in implementing these tests, primarily due to the complexity, time and cost associated with developing high-quality tests. In collaboration with three universities, we developed three diagnostic tests: Social Thinking Test, Attitudes Towards Diversity Questionnaire, and Mathematics test for Teaching in Primary Education. Unlike many of the tests currently used by universities, these instruments were specifically designed to measure core teaching skills and attitudes defined by the national standards for Chilean teachers. To collect validity and reliability evidence, the tests were piloted with over 850 Chilean preservice teachers. Reliability was analysed using Cronbach’s alpha, with results ranging between 0.67 and 0.92. Validity was examined based on content and internal structure evidence. The analysis of content evidence indicated good coverage of the target domains as defined by the assessment frameworks, and internal structure results point towards the presence of multidimensionality in two of the three tests. This paper discusses the results of these pilot studies and how diagnostic tests that are constructed and analysed from the perspective of the standards (American Educational Research Association, American Psychological Association y National Council on Measurement in Education, 2014) can provide valuable information to improve the effectiveness of teaching education.

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers’ dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and self-reflection throughout the three-year initial education program. To address teachers’ relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers’ relationship-building competence.

Las fuentes orales en la formación inicial del profesorado para el estudio de la memoria histórica del franquismo y de la transición

In the initial training of teachers for the Degree of Teacher in Primary Education, it is important to know and analyze the main processes in the history of the present time of Spain, understood as the chronological arc that includes Francoism and the transition to democracy. A period that connects with current problems, but that is barely outlined in generic ideas about institutional, political, economic and social processes. The objectives of the paper focus on assessing the validity of oral sources in the teaching and learning of History. The method carried out is the collection of significant data related to the Francoism period and the transition from the testimonies of interviews with the students' relatives, which generates a large documentary corpus with great didactic potential, although loaded with subjectivity. The analysis of the information collected allows us to establish the relationship between historical processes and understand their complexity from the analysis of multicausality. The results show the need to use the parameters of democratic memory and how oral sources in the classroom can help in the knowledge and understanding of its concepts. It is notable how in critical reflection the students point out their awareness of the conflictive processes that occurred in Spain's recent past and experienced first-hand by family members from different geographical origins. The evaluation of the proposal will make it possible to advance the teaching of recent history in the initial training of teachers based on relevant issues, comparing possible permanences and changes, and supported by the reflective analysis of democratic values.

Subject matter knowledge in Primary Education teacher training

INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an adequate knowledge of subject matter knowledge. METHOD. To answer the objective, the type and organization of their knowledge is examined through concept maps, evaluating the productions with validated structural and semantic rubrics. RESULTS. The results show that, in general, teachers have a very poor organization of subject matter knowledge, with a weak didactic potential. DISCUSSION. Likewise, the data indicate that there are insignificant differences between the concept maps of teachers in training and those made by practicing teachers, which reflects a similar andcyclical knowledge structure. The conclusions point to the low and limited impact of teacher education programs on pre-service teachers’ acquisition of subject matter knowledge, even though it is understood as a general didactic requirement for teacher education and, for the development of quality teaching.

Professional competence of primary education teachers to educate pupils with disabilities

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

Aspects regarding the use of didactic strategies in the realization of moral education. Teachers' opinions and equal opportunities in primary education in Romania

Through the administration of an opinion questionnaire to a number of 445 teachers for primary education in Romania, we obtained research data that show extracurricular activities are preferred in the moral education process, and at the opposite pole are contests with moral themes. Among the proposed methods (moral conversation, moral storytelling, moral example and exercise, didactic game, dramatization and explanatory reading), moral conversation and moral example are often used in primary classes. Regarding teaching aids, it was found that most of the respondents choose films and literary texts. The research data show that we can speak about the proximity to equal opportunities in terms of achieving moral education in rural areas, in relation to that carried out in urban areas, in primary schools in Romania.

Harmonizing Technology and Tradition: The Impact of Blended Teaching in Chinese Primary and Secondary Music Education

Purpose：The purpose is to examine the effectiveness of blended teaching methods in music education, aiming to enhance student engagement, comprehension, and academic performance while addressing the challenges and opportunities of incorporating technology into traditional music pedagogy. Theoretical References：This paper employs a theoretical framework that merges social constructivism and sociocultural theory with blended music education. It focuses on integrating technology to enhance personalized learning, critical thinking community building in music teaching, informed by Guan et al. (2023). Methodology：This study utilized a quantitative research design with a novel 5-point Likert scale questionnaire involving 70 music educators from primary and secondary schools in central China. Data were collected through an online survey platform and analyzed in four dimensions using SPSS24, with methods including descriptive statistics, reliability and validity tests, and correlation analysis. Results and Conclusions：The findings suggest that blended teaching significantly enhances the quality of music education, increases student engagement, and promotes diverse pedagogical approaches. Challenges include maintaining student engagement and navigating technological complexities, but overall, the benefits outweigh these hurdles. Research Implications：This study highlights the significant impact of blended learning approaches on music education in Chinese elementary and middle schools. It calls for a systematic integration of these methods into music curricula to improve student learning experiences. Key recommendations include enhancing teachers' technological skills, ensuring students have equal access to digital resources, and utilizing technology to augment traditional teaching practices. Originality/Value：This research stands out for its detailed exploration of blended teaching methods in Chinese music education, a topic not widely covered in existing studies. It presents evidence of both the advantages and challenges of using technology in music education, offering important insights and practical suggestions for educators, curriculum designers, and policymakers to better incorporate technology into music education strategies.

Assessment of digital competencies in basic education teachers: A descriptive study

Introduction: Digital competencies are essential for primary education teachers, as they enable them to leverage technological tools to enhance teaching, adapt to the needs of digital students, and prepare them for an increasingly technological world. Objective: To assess the digital competencies of Peruvian basic education teacher. Methods: quantitative, non-experimental, cross-sectional descriptive study was conducted. The sample consisted of 125 teachers who were administered the Teacher Digital Competence Questionnaire, an instrument with adequate metric properties. Results: It was found that 44 % of basic education teachers had a medium level of digital competency, 36,8 % had a high level, and 19,2 % had a low level. Similarly, it was determined that certain sociodemographic variables such as gender and age group were significantly associated with the level of development of teachers' digital competencies (p<0,05). Conclusions: The predominant level of development of digital competencies among basic education teachers is at a medium level. Therefore, it is recommended that educational authorities promote the implementation of workshops on the effective use of digital tools in the classroom, foster the exchange of best practices among teachers, and provide accessible digital resources and tutorials for autonomous learning

Triggered and maintained engagement with learning among gifted children in primary education

Motivating gifted children to become and stay engaged with classroom tasks can be a huge struggle for primary education teachers. This concurrent parallel mixed method design study investigates the relative differences in the importance of the basic psychological needs between gifted children and children with an average IQ with respect to triggered and maintained engagement to learn. A total of 1,017 students (512 girls and 505 boys) from 35 schools participated in this study. The qualitative analysis showed that children identify a wide array of themes related to both the context of their learning experiences and to themselves. In addition, statistical analyses showed that while all children benefit from the fulfillment of their basic psychological needs, gifted children experience a greater need for autonomy support to become engaged in school tasks. To maintain engagement, even in the face of resistance, all children, regardless of their IQ, indicate that structure is important. Possible implications for teachers are addressed in the discussion.

Developing Effective Educational Chatbots with GPT: Insights from a Pilot Study in a University Subject

This study presents research on the development process of GPT-based educational chatbots. A case study methodology was employed to address the process of designing, implementing, and evaluating a prototype that functioned as a personal tutor for the Sociology of Education course in the Primary Education Teaching Degree. The objective is to provide valuable insights into the processes, challenges, and outcomes of this technology and to determine its potential and limitations as an educational personal tutor. The chatbot underwent laboratory tests, which included real exams from previous courses and other specific assessments. After an iterative refinement process, a final product with optimal results was achieved. This study offers a robust model for the development of GPTs, as well as an analysis of the current possibilities and limitations of this technology for education. The study concludes by emphasizing the importance of continuous innovation and research in the use of emerging technologies like chatbots in education, highlighting their potential to transform traditional teaching methods.

METHODOLOGY OF SCIENTIFIC WORK "INNOVATIVE METHODS OF ACTIVE TEACHING IN PRIMARY EDUCATION: FROM THEORY TO APPLICATION"

The article presents the approach and procedures used in the methodological department to study the implementation and impact of innovative active teaching methods in primary education. It describes the research design, participants, data collection methods, and analysis strategies used to explore the theoretical and practical aspects of active learning in elementary education settings.

Sustainability and Human Rights Practices and Training

Twenty-first century citizens live in an interconnected, diverse and intensively changing world. Developing sustainability and human rights practices is of major importance for the survival of both the present and the future generations. This research study comes to investigate primary education teachers’ sustainability practices in their daily lives concerning the three basic pillars of sustainable development, environment, society and economy. At a second level, it is sought to investigate whether there is a correlation between teachers’ practices and their training in sustainability and human rights issues. The "Sustainability Consciousness Questionnaire", in its short version with closed-ended questions-statements was delivered, whereas its reliability and validity were positively assessed. The technique of convenient sampling process was applied, and the sample consisted of 452 primary education teachers working in the Region of Western Greece. Data were analyzed by using IBM SPSS v.28 software. Percentages, frequencies of the mean value and standard deviation were calculated. The test of normality of variables for skills was done with Kolmogorov-Smirnov, and the parametric t-Test was applied to investigate correlations. The internal consistency reliability of the questions of the sustainability practices questionnaire is satisfactory. The findings of the research indicate that the participants are sensitive towards the necessity of recycling, waste management, saving energy, respecting others, and supporting economically weaker people. Finally, it is worth mentioning that teachers who have been trained in sustainability and human rights issues show a greater positive attitude towards sustainability practices than those who have not been trained.

A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education

Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they are still in training, so they can be taught what PCAs are and how this technology could be helpful. Moreover, pre-service teachers can choose whether they integrate PCAs in the teaching activities that they carry out as part of their degree’s course. An experiment with 35 pre-service primary education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving pre-service teachers in the design of a PCA facilitates their involvement to integrate this technology in their classrooms. In total, 97% of the pre-service teachers that stated in a survey that they believed robot PCA could help children to learn programming, and 80% answered that they would like to use them in their classrooms.