Formative Assessment Of Educational Achievements Of Students In Primary Education: Teacher Training

2020 ◽  
Author(s):  
Elena N. Zemlyanskaya
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Primary Education ◽  
Education Teacher ◽  
Educational Achievements

scholarly journals Making STEM Education Objectives Sustainable through a Tutoring Program

2020 ◽  
Vol 12 (16) ◽  
pp. 6653
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-Luis Arco-Tirado ◽  
Francisco-Javier Carrillo-Rosúa ◽  
Mirian Hervás-Torres ◽  
Juan-Francisco Ruiz-Hidalgo ◽  
...  
Keyword(s):  
Teacher Training ◽  
University Students ◽  
Primary Education ◽  
Stem Education ◽  
Statistical Significance ◽  
After School ◽  
Control Group ◽  
Education Students ◽  
Education Teacher ◽  
The Impact

The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students’ sub-sample, after being matched on key covariates, was randomly assigned either to the experimental (N = 25) or control group (N = 25). The university students’ sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate effect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematics d = 0.29, natural science d = 0.26), and for university students on some key employability competencies (e.g., action orientation d = 0.27 or team orientation d = 0.54).

scholarly journals SANTIAGO – VILLARRICA – BARCELONA: THE STATISTICAL INVESTIGATIVE CYCLE IN PRIMARY EDUCATION TEACHER TRAINING

2021 ◽  
Vol 20 (2) ◽  
pp. 12
Author(s):  
FRANCISCA M. UBILLA ◽  
CLAUDIA VÁSQUEZ ◽  
FRANCISCO FRANCISCO ROJAS ◽  
NÚRIA GORGORIÓ
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Student Teachers ◽  
Primary Education ◽  
Education Student ◽  
Future Teachers ◽  
Education Teacher ◽  
Statistical Knowledge ◽  
Research Questions ◽  
Tools And Techniques

We consider the ability to complete an investigative cycle as an indicator of the robustness of students’ statistical knowledge. From this standpoint, we analyzed the written reports of primary education student teachers when they developed an investigative cycle in a Chilean and a Spanish university. In their development of the stages of the cycle we observed characteristics common to the centers (for example, summary research questions and conclusions that are a simple concatenation of results), and differential features (the data collection tools and techniques, among others). Armed with a knowledge of how future teachers approach and understand an investigative cycle we are able to contribute ideas that influence their training, building bridges between what they learn and what they should teach. Abstract: Spanish Consideramos la capacidad para completar un ciclo de investigación estadística como indicador de la robustez del conocimiento estadístico del estudiante. Desde este posicionamiento, analizamos las producciones escritas de profesores de enseñanza básica en formación cuando desarrollan un ciclo de investigación en una universidad Chilena y una Española. En las concreciones de las fases del ciclo observamos características comunes entre los centros (por ejemplo, preguntas de investigación tipo resumen y conclusiones como simple concatenación de resultados), y elementos diferenciales (instrumentos y técnicas de recogida de datos, entre otros). Conocer cómo abordan y comprenden el ciclo de investigación los futuros profesores nos permite aportar ideas para incidir en su formación, tendiendo puentes entre lo que aprenden y lo que deberán enseñar.  

scholarly journals Actitudes de los maestros en formación hacia las lenguas extranjeras y la educación multilingüe

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Iris Orosia Campos Bandrés
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Educational System ◽  
French Language ◽  
Foreign Languages ◽  
Education Teacher ◽  
Multilingual Education ◽  
El Sistema ◽  
Educación Primaria ◽  
Teacher Training Students

Durante las dos últimas décadas la enseñanza de las lenguas extranjeras ha contado con un gran impulso en la Comunidad Autónoma de Aragón. Sin embargo, todavía está en vías de desarrollo la investigación sobre su situación y resultados tanto a nivel académico como sociolingüístico. El objetivo de este trabajo es explorar las actitudes de los maestros de Educación Primaria en formación en la Universidad de Zaragoza hacia la educación multilingüe y hacia las lenguas extranjeras preponderantes en el sistema educativo autonómico y estatal (inglés y francés), así como conocer el uso que hacen de las mismas. Los resultados del cuestionario completado por 874 alumnos de 1º y 4º curso de magisterio muestran la presencia de actitudes neutras hacia el francés y favorables hacia el inglés y la educación multilingüe, así como el influjo de algunas variables, como el perfil lingüístico del sujeto o el curso académico, principalmente signifivativas en las actitudes hacia la enseñanza multilingüe.  Foreign languages teaching has been intensely implemented in Aragon during the last two decades. Nevertheless, there are still few researches focused on its situation and results in both the academic and the sociolinguistic area. The main objective of this research is to explore the attitudes of teacher training students in Zaragoza University towards multilingual education and the main foreign languages taught in the educational system regional and national (English and French). The study also aims to examine the use of these languages among future teachers. The research was carried out through a survey with 874 participants from 1st and 4th grade of Primary Education Teacher Training. The results show neutral attitudes towards French language and favorable attitudes towards English and multilingual education. It has been also found the influence of some variables like the linguistic profile and the academic grade, mainly sifnificant in the attitudes towards multilingual education.

scholarly journals Teacher Training in Intercultural Education: Teacher Perceptions

2020 ◽  
Vol 10 (3) ◽  
pp. 81 ◽  
Author(s):  
Victoria Figueredo-Canosa ◽  
Luis Ortiz Jiménez ◽  
Cristina Sánchez Romero ◽  
María Carmen López Berlanga
Keyword(s):  
Teacher Training ◽  
Teacher Perceptions ◽  
Primary Education ◽  
Intercultural Education ◽  
Survey Method ◽  
Intercultural Training ◽  
Education Teacher ◽  
Ex Post ◽  
Ex Post Facto ◽  
Descriptive Survey

Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

Comparison of Middle Education Teacher Training System

2020 ◽  
Vol 20 (6) ◽  
pp. 803-833
Author(s):  
Jun Fei Zhang ◽  
Seon Pil Hwang ◽  
Byeong Chan Kim
Keyword(s):  
Teacher Training ◽  
Training System ◽  
Education Teacher

Washington Watershed Education Teacher Training (WWETT) Program: Progress Report, 10/1/10-9/30/11

2012 ◽  
Author(s):  
Thomas W. Murphy ◽  
Peter Blaustein ◽  
Susie Richards ◽  
Chris Burt ◽  
Amy Johnson
Keyword(s):  
Teacher Training ◽  
Progress Report ◽  
Education Teacher ◽  
Watershed Education
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