Future teachers as agents of language revitalisation: the case of Galician early childhood education

2018 ◽  
Vol 31 (3) ◽  
pp. 303-317 ◽  
Author(s):  
Renée DePalma ◽  
María-Helena Zapico-Barbeito ◽  
Iria Sobrino-Freire
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Future Teachers ◽  
Childhood Education ◽  
Language Revitalisation

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS

2018 ◽  
Vol 76 (3) ◽  
pp. 380-392
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Communication Technologies ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Perceptions And Attitudes ◽  
Information And Communication

This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments. Keywords: information and communication technologies, future teachers, educational inclusion, early childhood education, primary education.

scholarly journals The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

2020 ◽  
Vol 17 (15) ◽  
pp. 5323
Author(s):  
Ligia Isabel Estrada-Vidal ◽  
María del Carmen Olmos-Gómez ◽  
Rafael López-Cordero ◽  
Francisca Ruiz-Garzón
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Social Responsibility ◽  
Primary Education ◽  
Collective Responsibility ◽  
Future Teachers ◽  
Education Students ◽  
Childhood Education ◽  
Education Degree

In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

Integrating the Arts into Early Childhood Teacher Education Through Technology

2014 ◽  
pp. 208-218
Author(s):  
Kevin Hsieh ◽  
Melanie Davenport
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teacher ◽  
Early Childhood Classroom ◽  
Future Teachers ◽  
Early Childhood Teacher Education ◽  
Childhood Education ◽  
Use Of Technology ◽  
The Arts

Integrating the arts into the early childhood classroom is considered one of the effective pedagogies for children to learn different disciplines. However, most students in early childhood teacher education programs do not have experience in art, nor do they generally create art themselves. However, these future teachers and their students alike are surrounded with visual culture, immersed in technology, and grew up with television and other devices as indispensable parts of their lives, so these can provide portals for teaching them about the arts and interdisciplinary content integration. Teaching future Early Childhood Education (ECE) teachers creative pedagogies for integrating the arts into their classrooms through the use of technology is essential. The purpose is not just to help them understand the connections between the visual arts and what they see around them on television, tablet, and computer, but also, perhaps optimistically, to encourage them to be advocates for the arts in the lives of their students. In this chapter, the authors contemplate some of the challenges in building those connections for ECE students. They consider the questions: How can we build their confidence with this subject matter and guide them to integrate art forms through technology into their curricula? How can we foster in these future teachers a creative sensibility that recognizes the arts as a fundamental shared human means of expressing identity, understandings, beliefs, and ideas? How can we utilize very accessible community resources to encourage this transformation? This chapter describes a hands-on approach developed for guiding ECE majors who have little or no arts experience to understand, appreciate, and engage in the arts through technology and the interdisciplinary possibilities of Puppetry Arts. They describe the philosophy, process, resources, and outcomes of the course and offer recommendations for integrating the arts into early childhood education coursework through technology.

scholarly journals The Importance of the Phoenix Bird Technique (Resilience) in Teacher Training: CD-RISC Scale Validation

2020 ◽  
Vol 12 (3) ◽  
pp. 1002 ◽  
Author(s):  
Javier Cachón Zagalaz ◽  
Inés López Manrique ◽  
María Belén San Pedro Veledo ◽  
María Luisa Zagalaz Sánchez ◽  
Carmen González González de Mesa
Keyword(s):  
Early Childhood ◽  
Secondary Education ◽  
Early Childhood Education ◽  
Primary Education ◽  
Scale Validation ◽  
Statistical Tests ◽  
Personal Characteristic ◽  
Older Individuals ◽  
Future Teachers ◽  
Childhood Education

Resilience is a personal characteristic or trait that is revealed in situations in which the individual shows high adaptation mechanisms. It is not a state of stress immunity but the ability to adapt to different circumstances. This characteristic is highly important for future teachers and their teaching activities. To analyze resilience levels of future teachers of nursery, primary and secondary education. First, this study is ainstrumental research carried out to revalidate the CD-RISC (Connor-Davidson Resilience Scale) for teachers in training, and second, based on the foregoing results, it is a non-experimental empirical study. The participants were 373 students of degrees in Early Childhood Education, Primary Education, and a Master’s Degree in Secondary Education from two Spanish Universities and a Chilean university. Exploratory and a confirmatory factorial analysis were sequentially used to identify the number and composition of factors, and central tendency and dispersion tests, analysis of variance, and effect size were calculated. The programs and statistical tests used were SPSS.22, FACTOR.10.8.01, M-Plus.7.3, and G*Power 3.1.9.2. The instrumental research revealed a bifactorial distribution, resistant personality, resources and control. Females, older individuals, and those who attend primary education showed higher resilience levels than males, younger people, and children in early childhood education.

scholarly journals Hábitos y motivos de ejercicio físico en estudiantes universitarios y su relación con el valor otorgado a la Educación Física (Undergraduates’ physical exercise habits and motives and their relationship with the value given to Physical Education)

Retos ◽  
2019 ◽  
pp. 78-84
Author(s):  
María Pilar León ◽  
Alejandro Prieto-Ayuso ◽  
Pedro Gil-Madrona
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Physical Exercise ◽  
Motor Skills ◽  
Motor Development ◽  
Great Majority ◽  
Future Teachers ◽  
Exercise Habits ◽  
Childhood Education

El potencial de la motricidad en Educación Infantil podría verse afectado por diversos factores, como la actitud de los docentes hacia el trabajo motor en Educación Infantil o su práctica de ejercicio físico. Por esta razón, el objetivo fue conocer los hábitos y motivos de práctica de ejercicio físico de los futuros docentes, comprobando si ello incide en el valor otorgado al desarrollo de la motricidad en Educación Infantil. La muestra estuvo compuesta por 196 estudiantes de los tres primeros cursos del Grado de Maestro en Educación Infantil, con edades comprendidas entre los 18 y 22 años. Para conocer sus motivos de práctica de ejercicio físico, completaron la Escala de Medida de los Motivos para la Actividad Física-Revisada. Además, se conoció su opinión respecto a la utilidad de la motricidad en Educación Infantil para el futuro de los niños, y a los aspectos a los que más contribuye la motricidad, así como su hábito de ejercicio físico. Los estudiantes de segundo y tercer curso son quienes consideran más útiles las clases de Educación Física. La mayoría practican ejercicio físico por motivos de fitness y disfrute. Se hallaron correlaciones positivas entre la subescala fitness y la utilidad otorgado a las clases de motricidad. Es posible concluir, por tanto, la alta importancia de las clases de Educación Física en Educación Infantil según los futuros docentes, así como la necesidad de promocionar la práctica de ejercicio físico entre éstos con el propósito de aumentar esta valoración, debido a los resultados obtenidos en este trabajo.Abstract. The potential of motor skills in Early Childhood Education could be affected by several factors, such as teachers’ attitude towards motor development in pre-schoolers or their physical exercise habits. For that reason, the aim was to know future teachers’ habits and motives to do physical exercise, assessing if this affects the value that teachers give to the development of psychomotricity in this stage. The sample was composed of 196 undergraduates from the first three years of the Degree in Early Childhood Education, aged between 18 and 21 years old. In order to know their reasons for doing physical exercise, they filled the Motives for Physical Activity Measure-Revised. In addition, their opinions regarding the usefulness of Physical Education lessons for the future of preschoolers, and the aspects to which motor skills contribute the most, were revealed, as well as their physical exercise habits. Undergraduates belonging to the second and third year were those who considered Physical Education lessons as more useful. The great majority of students did physical exercise for reasons such as fitness and enjoyment. Positive correlations were found between the fitness subscale and the usefulness given to Physical Education lessons by undergraduates. Therefore, it is possible to conclude that Physical Education lessons have great importance in Early Childhood Education according to future teachers. Furthermore, taking these findings into account, the need to promote physical exercise among them is also highlighted, with the aim of increasing the value of psychomotricity.

Musical intelligence of candidates for early childhood teachers

2019 ◽  
Vol 577 (2) ◽  
pp. 59-67
Author(s):  
Rafał Mejzner
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Primary School ◽  
Standardized Test ◽  
Early Childhood Teachers ◽  
Future Teachers ◽  
Musical Intelligence ◽  
Childhood Education

The purpose of the following article is to present the results of the research on the musical intelligence of candidates for early childhood education teachers. The research was carried out using a standardized test developed by Herbert D. Wing. The author of the paper bases on the assumption that the level of musical intelligence of future teachers in kindergarten and fi rst grades of primary school largely determines the effects of didactic work in the fi eld of music education conducted by academic teachers. The text ends with conclusions and postulates aimed at optimizing teacher education as part of music education.

scholarly journals Pedagogical and artistic coordinates for professional vocational training of an early Childhood Education teacher

2019 ◽  
pp. 91-97 ◽  
Author(s):  
Mirosław Kisiel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Vocational Training ◽  
Future Teachers ◽  
Education Teacher ◽  
Childhood Education ◽  
Innovative Solutions

The article presents innovative solutions to improve the music competences of future teachers as a pedagogical and artistic support for vocational training. It also shows opinions of respondents on the implementation of music measures and the opportunities of assessing the effects resulting from the evaluation of the project “Practice Makes Perfect, i.e. Art in Education”. Keywords: pedagogical and artistic coordinates of vocational training, future teachers, art in education.

Sign in / Sign up

Export Citation Format

Share Document