scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

scholarly journals Fuentes orales para el desarrollo de la empatía histórica: un estudio en la formación del profesorado de Educación Infantil

Panta Rei ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 155-184
Author(s):  
María Teresa Carril-Merino ◽  
Beatriz Andreu-Mediero ◽  
Mercedes De la Calle-Carracedo ◽  
Esther López-Torres
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Bachelor's Degree ◽  
Childhood And Adolescence ◽  
Research Model ◽  
Historical Empathy ◽  
Childhood Education ◽  
Model Based ◽  
Emotional Dimensions ◽  
The University

Se presenta un estudio realizado en la Universidad de Valladolid con alumnado del Grado en Educación Infantil, que tiene como objetivo analizar los niveles de empatía histórica, tanto en su dimensión cognitiva como en la afectivo-emocional, a partir del trabajo con fuentes orales. Se diseña un modelo de investigación que, desde un paradigma metodológico cualitativo, y utilizando el software ATLAS.ti, se centra en el análisis de narrativas de estudiantes elaboradas en un ejercicio de empatía histórica, planteado a partir del trabajo con testimonios de dos emigrantes canarias que pasaron algunos años de su infancia y adolescencia en el Sáhara Español. Los resultados ponen de manifiesto que el trabajo del alumnado con fuentes orales optimiza explicaciones contextualizadas por empatía histórica. This paper presents a study carried out at the University of Valladolid (Spain) with students enrolled in the Early Childhood Education Bachelor’s Degree. Historical empathy levels are examined, both in their cognitive and affective-emotional dimensions, in connection with the use of oral sources. A research model based on the qualitative methodological paradigm has been designed, and the ATLAS.ti software has been used to analyze narratives created by students after an intervention in order to foster historical empathy. The intervention focused on the examination of testimonies provided by two Canarian emigrants who spent a few years of their childhood and adolescence in the Spanish Sahara. The results show that the students' work with oral sources can optimize contextualized explanations mediated by historical empathy.

scholarly journals Relaciones escuela-familia: una investigación cualitativa en España (p. 41-69)

2017 ◽  
Author(s):  
María Luisa García Rodríguez ◽  
Natalia Paíno Sánchez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Methodology ◽  
Childhood Education ◽  
The People ◽  
Education Degree ◽  
Investigación Cualitativa ◽  
The University

Durante a permanência em dois centros educativos para cursar as disciplinas de formação básica Prática I e Prática II, do Mestrado em Educação Infantil da Universidade de Salamanca (Espanha), observaram-se desconsiderações, por parte das famílias, em relação às advertências das professoras. Coloca-se, assim, a conveniência de abordar o estudo das relações escola-família com o objetivo de contribuir para sua otimização. A indagação é abordada mediante a metodologia qualitativa, avaliada como a mais oportuna pela sua flexibilidade e sua grande riqueza de resultados. Coletaram-se os dados mediante entrevistas com professores/professoras e as famílias dos alunos entre 3 a 6 anos, de Salamanca e de Cáceres. Tal aproximação da realidade permitiu conhecer as sensações e vivências das pessoas entrevistadas. Mediante uma profunda análise da informação encontrada, chegamos a conclusões notáveis. Há coincidências em reconhecer que existem barreiras e um certo desencontro. Também se oferecem soluções para alcançar a harmonia e a coordenação entre ambas as instituições educadoras.Palavras-chave: Relações escola-família. Coordenação. Análise das soluções. Harmonia.AbstractDuring the stay in two Educational Centers to study the subjects Practicum I and Practicum II of the Early Childhood Education Degree at the University of Salamanca, thoughtlessness manners from the families to the warnings from the teacher are being observed. That way, it’s convenient to arise a study of the relationships between the School and the Families to contribute their improvement. The research has addresses through a qualitative Methodology. That Methodology is valued as the most accurate because of its wealthy results. Data was collected from different interviews with teachers, and 3-6 years-old students’ parents from Salamanca and Cáceres. The proximity to their reality allowed to know the feelings and experiences of the people interviewed. The conclusions arrived after a deep analysis of that information were coincident and remarkable. There is a recognized barrier in the relationships. There are also solutions to get the harmony and the coordination within both educational institutions.Keywords: Relationships between school and families. Coordination. Solution analysis. HarmonyResumenDurante la estancia en dos centros educativos para cursar las asignaturas de formación básica Prácticum I y Prácticum II de la titulación de Grado en Maestro de Educación Infantil de la Universidad de Salamanca (España), se observan desconsideraciones por parte de las familias hacia las advertencias de las maestras. Se plantea así la conveniencia de abordar el estudio de las relaciones Escuela-Familia con el objetivo de contribuir a su optimización. La indagación se aborda mediante metodología cualitativa. Se valora como la más oportuna por su flexibilidad y su gran riqueza de resultados. Se recogieron los datos mediante entrevistas a maestros/as y familias de alumnado de 3 a 6 años de Salamanca y de Cáceres. Dicha aproximación a la realidad permitió conocer las sensaciones y vivencias de las personas entrevistadas. Tras un profundo análisis de la información hallada se llegó a notables conclusiones. Se dan coincidencias en reconocer que existen barreras y cierto desencuentro. También se ofrecen soluciones para alcanzar la armonía y coordinación entre ambas instituciones educadoras.Palabras clave: Relaciones escuela-familia. Coordinación. Analise de las soluciones. Armonía.

scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

scholarly journals Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

2020 ◽  
Vol 12 (23) ◽  
pp. 10217
Author(s):  
Zaira Ortiz-Laso ◽  
José-Manuel Diego-Mantecón
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Problem Context ◽  
Childhood Education ◽  
Traditional Algorithm ◽  
General Number ◽  
Division Problems ◽  
The University ◽  
The Mathematical Model ◽  
Method Approach

Unlike previous research, this study analyzes the strategies of pre-service early childhood teachers when solving multi-digit division problems and the errors they make. The sample included 104 subjects from a university in Spain. The data analysis was framed under a mixed-method approach, integrating both quantitative and qualitative analyses. The results revealed that the traditional division algorithm was widely used in problems involving integers, but not so frequently applied to problems with decimal numbers. Often, number-based and algebraic strategies were employed as an alternative to the traditional algorithm, as the pre-service teachers did not remember how to compute it. In general, number-based strategies reached more correct solutions than the traditional algorithm, while the algebraic strategies did not usually reach any solution. Incorrect identifications of the mathematical model were normally related to an exchange of the dividend and divisor roles. Most pre-service teachers not only failed to compute the division, but also to interpret the obtained solution in the problem context. The study concludes that, during their schooling, students accessing the Degree in Early Childhood education have not acquired the necessary knowledge and skills to solve multi-digit division problems, and thus the entrance requirements at the university must be rethought.

Big Art Small Viewer: A Collaborative Community Project

2005 ◽  
Vol 6 (2) ◽  
pp. 204-208 ◽  
Author(s):  
Megan Gibson ◽  
Nadine McAllister
Keyword(s):  
Early Childhood ◽  
Art Museum ◽  
Community Based ◽  
Collaborative Project ◽  
Childhood Education ◽  
Community Project ◽  
Collaborative Community ◽  
Education And Care ◽  
Diverse Community ◽  
The University

Campus Kindergarten is a community-based centre for early childhood education and care located on campus at the University of Queensland (UQ) in Brisbane, Australia. Being located within this diverse community has presented many opportunities for Campus Kindergarten. It is creating and embracing possibilities that has formed the basis for ongoing projects for children and teachers involving research and investigation. In 2002 Campus Kindergarten embarked on a collaborative project with the Art Museum bringing together these two departments within the university community.

scholarly journals Analysis of Learning Styles (Kolb) in Students of the Degrees in Early Childhood Education and Primary Education within the Faculty of Education

TEM Journal ◽  
2021 ◽  
pp. 724-731
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Styles ◽  
Learning Style ◽  
Basque Country ◽  
Childhood Education ◽  
Faculty Of Education ◽  
The University ◽  
Specific Degree ◽  
Specific Learning

This research aimed to present the learning styles according to the model of Alonso, Gallego and Honey in university students of the Faculty of Education within the University of the Basque Country (Spain). With that objective, a sample of 434 students was chosen. The Honey-Alonso Learning Styles (CHAEA) questionnaire was used. The data obtained reflect that the four learning styles proposed by Kolb are distributed in a balanced way among the participating sample; they also reflect that it is not possible to attribute a specific learning style to a specific Degree, except with active learning and Early Childhood Education.

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 Perceptions of Heritage among Students of Early Childhood and Primary Education

2021 ◽  
Vol 13 (19) ◽  
pp. 10636
Author(s):  
José A. López-Fernández ◽  
Silvia Medina ◽  
Miguel J. López ◽  
Roberto García-Morís
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Cultural Heritage ◽  
Student Teachers ◽  
Primary Education ◽  
Childhood Education ◽  
Heritage Education ◽  
Local Material ◽  
Bachelor's Degrees

In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

scholarly journals Training in Digital Skills in Early Childhood Education Teachers: The Case of the University of La Laguna

2020 ◽  
Vol 14 (20) ◽  
pp. 35
Author(s):  
David Pérez-Jorge ◽  
María del Carmen Rodríguez-Jiménez ◽  
Josué Gutiérrez-Barroso ◽  
Fátima Castro-León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Canary Islands ◽  
Communication Technologies ◽  
Continuous Training ◽  
Childhood Education ◽  
Information And Communication ◽  
The Government ◽  
The University

<p class="0abstract"><span lang="EN-US">Information and Communication Technologies (ICT) have become essential tools for the development of quality educational practices. The special situation of COVID-19 has evidenced the problem of the teacher training. This work investigates the perception of the future teachers of Early Childhood Education about the use of ICT and the policies developed by the Government of the Canary Islands regarding the provision of resources, materials and training. The study had a sample of 110 teachers in training from the University of La Laguna, the results showed agreement regarding the quality and quantity of training received, however, despite not showing interest in continuous training in ICT, they consider fundamentally mastering this competence to improve the quality of the educational response in the Canary Islands.</span></p>

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