Knowledge of Numbers and Geometry of Pre-Service Teachers in the Primary Education Degree

2021 ◽  
Vol 23 (6) ◽  
pp. 1-27
Author(s):  
Jaime Segarra ◽  
Carme Julià
Keyword(s):  
Primary Education ◽  
Education Degree

CONTENT LEARNING IN PRIMARY EDUCATION DEGREE BY MEANS OF FLIPPED CLASSROOM

2017 ◽  
Author(s):  
Alfonso Penichet-Tomas ◽  
Jose Manuel Jimenez-Olmedo ◽  
Basilio Pueo ◽  
Jose Antonio Carbonell-Martinez
Keyword(s):  
Primary Education ◽  
Flipped Classroom ◽  
Content Learning ◽  
Education Degree

EVALUATION OF INTERDISCIPLINARY PROJECTS IN PRE-PRIMARY EDUCATION DEGREE

2016 ◽  
Author(s):  
Omar de la Cruz Vicente ◽  
María Dolores López Carrillo ◽  
Amelia Calonge García
Keyword(s):  
Primary Education ◽  
Education Degree ◽  
Interdisciplinary Projects

scholarly journals La formación de los futuros docentes a través de la gamificación, tic y evaluación continua

2019 ◽  
Vol 8 (2) ◽  
pp. 55-63
Author(s):  
C. Castañeda-Vázquez ◽  
T. Espejo-Garcés ◽  
F. Zurita-Ortega ◽  
AB. Fernández-Revelles
Keyword(s):  
Primary Education ◽  
Positive Feedback ◽  
Educational Practice ◽  
Continuous Assessment ◽  
Final Exam ◽  
High Participation ◽  
The Subject ◽  
Education Degree ◽  
Educación Primaria

El presente proyecto se ha llevado a cabo en el Grado de Educación Primaria, con el objetivo primordial de aumentar la motivación e implicación del alumnado a través del uso de estrategias de gamificación, TIC y evaluación continua en el aula. Para ello se desarrolló un proyecto de gamificación en el aula, a través de las TIC y la evaluación continua, el cual se desarrolla en este documento. Los resultados mostraron una alta participación del alumnado (más del 85% de los estudiantes participaron en el proyecto de gamificación). Casi el 95% de los estudiantes se presentaron a la evaluación en primera convocatoria, y el  87,9% del alumnado superó la asignatura en primera convocatoria. También se registraron altos niveles de motivación, tanto intrínseca como extrínseca, lo que supone una retroalimentación positiva para considerar esta innovación como una buena práctica educativa y seguir trabajando en cursos venideros con este tipo de metodologías. This project was carried out Primary Education Degree. The main aim was to increase the students´ levels of motivation and involvement in the subject using gamification strategies, ICT and continuous assessment in the classroom. To this end, a gamification project was developed in the classroom, through ICT and continuous assessment, which is developed in this document. The results showed a high participation of the students (more than 85% of the students participated in the gamification project). Almost 95% of the students attended at the first final exam and 87.9% of the students passed the subject in first call. It was also observed high levels of students´ participation and involvement in the subject, as well as high levels of motivation, both intrinsic and extrinsic, which supposes a positive feedback to consider this innovation as a good educational practice and to continue working in future courses with this type of methodologies.

scholarly journals Sport and Its Relationship with Oncology in Future Primary Education Teachers

2020 ◽  
Vol 10 (6) ◽  
pp. 167 ◽  
Author(s):  
Lucía Melero García ◽  
Antonio Hernández Fernández ◽  
Eufrasio Pérez Navío
Keyword(s):  
Primary Education ◽  
Null Hypothesis ◽  
Ad Hoc ◽  
Primary Teachers ◽  
Likert Scale ◽  
Factorial Analysis ◽  
The Media ◽  
Education Degree ◽  
To Come ◽  
Investigation Process

This essay is aimed at analyzing the existing relationships between oncological problems and sport in future primary education teachers. This relationship was validated and confirmed by realizing a factorial analysis using an ad hoc-created Likert scale. To come up to certain conclusions, a non-experimental, descriptive, explanatory and correlational investigation process was carried out. The instrument used to collect the data have been made through Likert scale, which was validated in contents and with an excellent Cronbach’s alpha (0.952). The validity of construct was made with factorial analysis exploratory (KMO (0.722), Bartlett (0.000), determinant (3.266E−23)). Three different samples have been taken from 900 students (years 2017–2018–2019), being 896 subjects for research. Those persons were students from the fourth year of primary education degree at University of Jaen. The Kruskal–Wallis test allows us to keep the null hypothesis and make the P of Pearson. As a conclusion, we emphasize that there is a relationship between oncological problems and sport and future primary teachers should be informed about this relationship, as well as the importance of cancer and bones tumors and their relationship with sport, the media used to train in oncological problems may be less important.

scholarly journals Las herramientas tecnológicas al servicio de la comunicación en las Prácticas de Magisterio: percepción de estudiantes y tutores sobre su utilidad

2019 ◽  
pp. 24-41
Author(s):  
Ernesto Colomo Magaña ◽  
Vicente Gabarda Méndez ◽  
Nuria Cuevas Monzonís ◽  
Andrea Cívico Ariza
Keyword(s):  
Primary Education ◽  
Ad Hoc ◽  
Video Conferencing ◽  
Online Tutoring ◽  
Technological Tools ◽  
Education Degree

Communication between actors involved in the internship is one of the key elements in the mentoring process and the student’s experience. In this perspective, the present study analyses the students’ and school tutors’ perception on the usefulness of some technological tools for online tutoring processes. The sample was composed by 123 students of the subjects of Prácticas Escolares I y IV of the Universidad Internacional de Valencia’s Primary Education Degree, during the course 2018/2019, and their respective 123 tutors of the internship centres. For the study, two ad hoc instruments have been designed to collect the data of variables such as the students’ and tutors’ sex and age, the internship period and the type of centre where the internship was carried out, as well as scale to measure the email, video conferencing and forum utility. The results show that email is perceived as the most useful resource for both agents and that the age, the internship period and the type of centre condition the perception of the participants.

scholarly journals Developing reflective primary teachers: talking science and speaking English as an additional language

2015 ◽  
Vol 17 (2) ◽  
pp. 328
Author(s):  
Gloria Jové Monclus ◽  
Charly Ryan ◽  
Esther Betrián Villas
Keyword(s):  
Primary Education ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Community Resources ◽  
Science Content ◽  
Teaching Plan ◽  
Education Degree ◽  
The University ◽  
English Students

In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice.

scholarly journals Who changes the course of history? Historical agency in the narratives of Spanish pre-service primary teachers

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Laura Arias-Ferrer ◽  
Alejandro Egea-Vivancos
Keyword(s):  
Primary Education ◽  
Primary Teachers ◽  
Master Narrative ◽  
Spanish History ◽  
Distorted Image ◽  
Units Of Analysis ◽  
Education Degree ◽  
Historical Agency ◽  
The University

Brief narratives created by pre-service teachers on a primary education degree course at the University of Murcia (Spain) were analysed to identify the ways in which they presented historical agents in European and Spanish history. The main units of analysis were categorized by the type of agent introduced in each narrative (individual, collective and institutional), then by identifying agents as either active or passive, and finally by describing the characteristics of their actions in terms of reasons and causes/consequences. The results reveal an emphasis on individual agents and the persistence of a superficial historical master narrative that perpetuates a distorted image of history.

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.

PEER-ASSESSMENT EXPERIENCE WITH STUDENTS OF PRIMARY EDUCATION DEGREE IN A TEACHER TRAINING SCHOOL

2016 ◽  
Author(s):  
Diego Airado Rodríguez ◽  
David Gonzalez Gomez ◽  
Florentina Cañada-Cañada ◽  
Jin Su Jeong
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Peer Assessment ◽  
Training School ◽  
Education Degree
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