scholarly journals Percepciones de futuros maestros sobre motricidad en educación infantil: un estudio exploratorio en estudiantes de último curso (Perceptions of future teachers on motricity in early childhood education: an exploratory study with last-year students)

Retos ◽  
2020 ◽  
pp. 155-162
Author(s):  
Josué Prieto Prieto ◽  
David Cerro Herrero
Keyword(s):  
College Students ◽  
Early Childhood ◽  
Exploratory Study ◽  
Future Teachers ◽  
Education Teacher ◽  
Childhood Education ◽  
Motor Practice ◽  
Early Chilhood ◽  
Futuros Maestros ◽  
Estudiantes Universitarios

La función motora tiene un papel de gran importancia en el desarrollo integral de los individuos, por lo cual la motricidad se presenta como un tema de indudable relevancia dentro de las escuelas. Los estudios previos analizan la importancia de la motricidad en Educación Infantil desde el punto de vista de los docentes, pero consideramos relevante conocer el punto de vista de los futuros docentes para mejorar la formación de los estudiantes universitarios. El presente estudio exploratorio es de tipo descriptivo transversal y de enfoque cuantitativo mediante uso de encuesta, que tiene la intención de conocer las percepciones que los estudiantes del Grado de Maestro en Educación Infantil en relación con la situación de la práctica motora en las aulas. Específicamente, se abordan aspectos relacionados con su percepción hacia su competencia inicial sobre motricidad. Para ello, tuvimos una muestra de 36 estudiantes matriculados en la asignatura de Educación Corporal y Motricidad de cuarto curso del Grado en Educación Infantil en la Facultad de Formación del Profesorado de la Universidad de Extremadura (Cáceres). Todos eran mujeres, con edades comprendidas entre 21 y 25 años. Para medir las percepciones de los estudiantes, utilizamos el Cuestionario para el Análisis de Motricidad en la Educación Infantil (Moreno, et al., 2004). Los resultados nos permiten concluir que los estudiantes perciben la importancia de trabajar la motricidad en las aulas, pero la mayoría de ellos indican que el trabajo realizado no es suficiente. Además, se observó que la competencia para la práctica motriz en los futuros maestros presenta algunas deficiencias. En vista de los resultados, en la educación superior, parece interesante orientar las estrategias de enseñanza y aprendizaje para mejorar la formación de los estudiantes universitarios. Abstract. Conscious of the role of motor function in the integral development of individuals, motricity is presented as a topic of undoubted relevance within schools. Previous studies analyse the importance of motricity in early childhood schools from a point of view of the teachers, but we consider relevant to know the viewpoint of the future teachers in order to enhance the training of college students. The present exploratory study is of a descriptive cross-sectional type with a quantitative approach, using a survey intended to assess the perceptions of students in Early Childhood Education Teacher in relation to the situation of motor practice in the classrooms. Specifically, aspects related to their perception towards their initial training on motricity are addressed. A sample of 36 students enrolled in the subject of Corporal Education and Motricity from the 4th Grade in Early Chilhood Education Teacher at the Faculty of Teacher Training of the University of Extremadura (Cáceres) was selected. All of them were women, aged between 21 and 25 years. To measure students’ perceptions, we used the Questionnaire for the Analisys of Motricity in Early Chilhood Education (Moreno, et al., 2004). Results allow us to conclude that students perceive that it is important to work motricity in the classrooms, but most of them indicate that work put into it is not enough. Furthermore, it was observed that the competence on motor practice in future teachers presents some shortcomings. In view of the results, in higher education, it seems interesting to guide teaching and learning strategies towards enhancing the training of college students.

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.

scholarly journals Preserving the Uniqueness of English Teaching at Early Childhood Education: Teacher Perspectives

2020 ◽  
Vol 7 (1) ◽  
pp. 36-41
Author(s):  
Bambang Harmanto
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Learning Outcome ◽  
Teacher Perspectives ◽  
Teaching Skills ◽  
Education Teacher ◽  
Childhood Education ◽  
The Subject ◽  
Early Chilhood ◽  
To Receive

The way of early childhood (ECE) teachers in introducing English to their students often seems to be unique. With a limited knowledge and skill, they have to be competent English practioners. The learning outcome migh not be optimal as the parents expected. The writer has raised questions regarding what early chilhood teachers should know and the skills they need to teach English in early chilhood education. This identified need was able to be the basic consideration to help the early childhood teachers have capacity of teaching appropriately. The researcher findings drwn on the questionnaire distributed to 31 early eduaction teachers in Ponorogo. Data findings showed that eventhough their education backgrounds were not suitable with the subject they teach, they will welcome conveniently the offerred breakthrough. They were open to receive any programs to enhance their capacities of teaching skills and attributes they require or knowledge they need..

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.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

THE AUTHORITY OF AN EARLY CHILDHOOD EDUCATION TEACHER IN THE PERCEPTION OF CHILDREN AND PARENTS

2019 ◽  
Vol 19 ◽  
pp. 121-131
Author(s):  
Teresa Parczewska
Keyword(s):  
Early Childhood ◽  
Social Life ◽  
Quality Of Education ◽  
Education Teacher ◽  
Childhood Education ◽  
Authority Figure ◽  
Children And Parents ◽  
The Social

Every person – regardless of place of residence, age, sex, or social status – needs an authority figure, someone they can trust, someone who serves as their source of inspiration and a beacon of hope. However, numerous contemporary researches point out to the existence of a crisis in terms of personal examples, the decline in the quality of education both at home and at school, and the worrisome rise in consumerist and egotistical attitudes which results in pathologies of various shape and form and consequently leads to the general deg¬radation of society. The social life transformations necessitate the introduction of changes to education and the image and authority of a teacher. The purpose of this article is to highlight the role of authority in education, show teacher as a figure of authority as perceived by pupils and their parents, and their expectations and preferences as well as to attempt to define the future of authority in the changing world.

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.

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