Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education

2021 ◽  
pp. 1-16
Author(s):  
Héctor Galindo-Domínguez ◽  
María José Bezanilla
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Digital Competence ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Perceptions Of Students

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 Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in the stages of Early Childhood Education and Primary Education

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Francisco D. Guillen-Gamez ◽  
Maria J. Mayorga-Fernández ◽  
Jose A. Contreras-Rosado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Factorial Invariance ◽  
Teaching Staff ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Childhood Education ◽  
Online Tutorials ◽  
Educación Primaria

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19.  El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B ­– functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

scholarly journals PENANAMAN BUDAYA ANTI KEKERASAN SEJAK DINI PADA PENDIDIKAN ANAK MELALUI KEARIFAN LOKAL PERMAINAN TRADISIONAL (Instill Anti-Violence Culture At Early Stage of children Education Through Local Wisdom Of Traditional Games)

Jurnal HAM ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 111
Author(s):  
Oksimana Darmawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Learning Process ◽  
Early Stage ◽  
Education Programs ◽  
Local Regulation ◽  
Childhood Education ◽  
Inductive Approach ◽  
Children Education

Implementasi Program Nawacita Pemerintahan Jokowi-Jusuf Kalla sebagai revolusi karakter bangsa, maka diperlukan aplikatif pembentukan karakter positif anak sejak dini melalui kearifan lokal permainan tradisional. Permasalahannya adalah bagaimana potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Tujuan penelitian ini adalah menilai potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Jenis penelitian adalah kualitatif melalui metode eksploratif dengan pendekatan induktif. Kesimpulan penelitian adalah potensi kearifan lokal yang terkandung dalam permainan tradisional dapat dimanfaatkan untuk mengenalkan budaya anti kekerasan, yaitu dengan merefleksikan dan memaknai kandungan nilai permainan tradisional dalam proses pembelajaran dan aktivitas bermain anak. Untuk itu disarankan, perlu peraturan daerah sampai peraturan gubernur sebagai peraturan pelaksana permainan tradisional agar bisa diterapkan di satuan pendidikan anak usia dini dan pendidikan dasar.AbstractImplementation of Jokowi-Jusuf Kalla’s administration Nawacita program as nation character revolution, so it is necessary to build a positive and applicative character to children, early through the local wisdom of traditional games. This purpose of this research is to assess local wisdom potencies in traditional games can make benefits at early childhood education programs and primary education to establish idea and attitude of anti-violence culture. This research is qualitative with an explorative method and inductive approach. It concludes that local wisdom potencies can be useful to recognize anti-violence culture by reflecting and interpreting values of traditional games in learning process and child playing activities. It suggested that it is important to regulate rule of traditional games both local regulation and governor regulation of early childhood education programs and primary education.

scholarly journals Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution

2003 ◽  
Vol 4 (2) ◽  
pp. 188-217 ◽  
Author(s):  
Elizabeth Stamopoulos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Profound Change ◽  
Childhood Education ◽  
Curriculum Guidelines ◽  
Primary Curriculum ◽  
Education Profession ◽  
The One ◽  
Western Australian

Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.

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