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1دورية أكاديمية
المصدر: Heliyon, Vol 10, Iss 11, Pp e32633- (2024)
مصطلحات موضوعية: Metacognition in education, Reflective portfolio, Teacher training, Educational strategies, Formative evaluation, Self-regulation in learning, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: This study delves into the efficacy of the reflective portfolio in the metacognitive domain within the context of the Master's in Secondary Teaching. It places particular emphasis on the impact of prior academic training in different specialties (scientific vs. humanities) on metacognitive skills development. The research employs a mixed-methods approach, analyzing portfolios from various academic specialties, developed in practicum subject, to ascertain differences in metacognitive competencies of teaching competencies. The main findings reveal that while students generally demonstrate a basic level of success in describing learning situations, there is a notable deficiency in deeper analytical skills and self-improvement strategies, especially among science students compared to their humanities counterparts. This suggests that initial training and educational background significantly influence the development of these competencies. The study concludes that there is a pressing need for more focused and robust training in metacognitive skills across different educational disciplines. Furthermore, it highlights the necessity for educational strategies that effectively address these variations, aligning teaching and learning processes with the principles of quality and sustainable education as envisioned in Agenda 2030. The insights gained are crucial for the development of more effective and comprehensive teacher education programs.
وصف الملف: electronic resource
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2دورية أكاديمية
المؤلفون: Zhanni Luo, Huazhen Li
المصدر: Heliyon, Vol 10, Iss 4, Pp e26216- (2024)
مصطلحات موضوعية: Microteaching, Teacher training, EFL teacher, Self-efficacy, Teaching performance, Structural equation modeling (SEM), Science (General), Q1-390, Social sciences (General), H1-99
الوصف: Microteaching is called “micro” teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.
وصف الملف: electronic resource
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3دورية أكاديمية
المؤلفون: Azizul Ghofar Candra Wicaksono, Erzsébet Korom
المصدر: Heliyon, Vol 9, Iss 9, Pp e20023- (2023)
مصطلحات موضوعية: Attitudes towards science, Higher education, Science teacher training, Engineering, Validation questionnaire, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: In higher education, academic success and failure can be affected by students' affective states, such as their attitudes towards courses and learning. Many studies highlight the role of attitudes in the educational process resulting in a high demand for attitude assessments to plan comprehensive instructional strategies. The present study assessed and compared attitudes towards science in higher education. A total of 296 Indonesian undergraduate students from science teacher training and engineering majors participated in this study by completing the online Attitudes Towards Science Questionnaire (ATSQ). The validation analysis with confirmatory factor analysis and the Rasch model was performed to measure the instrument's properties resulting in a good fit model for the questionnaire's theoretical construct with acceptable individual fit items. Comparing the attitudes of science teacher candidates and engineering students, no significant differences were found in attitude towards science. Both groups revealed moderate attitudes, with higher responses to the science value variable, followed by enjoyment and confidence, anxiety and difficulty, and participation in science learning and activities. However, there were differences in the pattern of correlations between the variables, especially for anxiety and difficulty. The ATSQ has good psychometric properties and therefore can be used in research to assess attitudes towards science. It can stimulate further research in different contexts to confirm empirical evidence and promote attitude development in higher education.
وصف الملف: electronic resource
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4دورية أكاديمية
المصدر: Heliyon, Vol 9, Iss 6, Pp e16467- (2023)
مصطلحات موضوعية: ICT skills, Disability, Questionnaire, Teacher training, Higher education, Expert competence, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: Higher education is one of the types of education most influenced by digital technologies. This situation, in educational contexts of quality and equity, presents different advantages but, at the same time, also many challenges. One of them is the use of ICT to support students with disabilities. In this line, the main objective of this study is to evaluate an instrument to measure the level of training and knowledge of university teachers in Spain concerning the application of ICT as support for students with disabilities. For the validation of content, the technique of “expert judgement” was used, applying a process of expert selection called “Expert Competence Coefficient” or “K Coefficient”. The instrument's reliability index was obtained through two statistics, Cronbach's alpha and McDonald's Omega. From the results obtained, it is confirmed that the questionnaire under study is an instrument with evidence of validity and reliability that allows us to diagnose, among university teaching staff, sub-dimensions of special relevance to find out the level of training and knowledge they have about ICT and students with disabilities.
وصف الملف: electronic resource
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5دورية أكاديمية
المؤلفون: Anabel Ramos-Pla, Isabel del Arco, Anna Espart
المصدر: Heliyon, Vol 9, Iss 4, Pp e15050- (2023)
مصطلحات موضوعية: Death education, Educational needs, Grief, Educational innovation, Teacher training, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: The objective of the present study is to analyze the perceptions of in-service teachers about Pedagogy of Death within the framework of Health Education (HE), with respect to the training received and their teaching experience. A quantitative method was utilized, with the design of an ad hoc questionnaire with a Likert-type response scale and dichotomous questions. The results showed that while the teachers were aware of the need to educationally address death and health, they lacked or did not have initial or continuous training for doing so, and had not thought about it as a normalized aspect throughout their teaching career. We believe it is necessary to offer more training on Pedagogy of Death in the area of HE at universities and continuous education centers, so that it can ultimately be implemented in Primary Education classrooms.
وصف الملف: electronic resource
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6دورية أكاديمية
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7دورية أكاديمية
المؤلفون: Andrea Basantes-Andrade, Marcos Cabezas-González, Sonia Casillas-Martín, Miguel Naranjo-Toro, Andrés Benavides-Piedra
المصدر: Heliyon, Vol 8, Iss 6, Pp e09456- (2022)
مصطلحات موضوعية: Higher education, MOOCs, Nano-MOOC, Digital competence, Teacher training, Didactic innovation, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: Rapid changes in technology force Higher Education Institutions (HEIs) to generate policies and permanent digital adaptations in their exercise of forming professionals through university professors. HEIs -in their permanent desire to qualify teaching faculty and graduate high-level professionals-develop continuous training events to strengthen and update techno-pedagogical skills that allow giving concrete responses to the needs of a globalized society during a human-educational crisis that arises from the COVID-19 pandemic. This study aims at analyzing whether nano-MOOCs improve digital teaching competences in university professors since in the scientific literature, this topic does not show with certainty the effectiveness of these types of courses in teacher training. By conducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test and post-test) and with a sample made up of 297 faculty members from Universidad Técnica del Norte (UTN, Ibarra-Ecuador) belonging to the five academic units that compose it, it was identified that the teaching staff has limitations in two of the areas of competence that are articulated by INTEF Common Framework: creation of digital content and security; nevertheless, they did show optimal skills in the areas of information and information literacy, communication and collaboration, and problem solving. The findings also determined that online training based on a nano-MOOC format becomes a successful alternative for university faculty training, 83.84% of the participants under study improved their level of digital competence. These results show that an efficient customizable training can be achieved in less time and adjusted to the needs and characteristics of the professors. The criteria of various authors in this field are ratified with this research, it is, therefore, relevant to evaluate the level of digital competence of teachers and, based on that, be able to plan a personalized training program.
وصف الملف: electronic resource
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8دورية أكاديمية
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9دورية أكاديمية
المصدر: Heliyon, Vol 7, Iss 10, Pp e08206- (2021)
مصطلحات موضوعية: Mathematics education, Educational informatics, Educational innovation, Teacher training, Geometry, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: This article reflects the opinion of future Early Childhood Education teachers at the Universidad de Cádiz on the usefulness and degree of satisfaction of SketchUp, a 3D modelling software programme, after they participated in a workshop for didactic-mathematical training. They had to use the software to design and model their ideal nursery school in 3D, supported by clearly stated and well-defined educational pillars. This study aims to ascertain the students' perceptions of the use of this resource with the intention of assessing its suitability to offer more appropriate initial training regarding mathematics education. It seeks to make the most of using the software programme and minimise the obstacles encountered. Opinions were collected from a sample of 203 students who responded to two questionnaires designed ad hoc. The results are organised around a SWOT analysis and show a satisfactory global evaluation.
وصف الملف: electronic resource
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10دورية أكاديمية
المؤلفون: Elsayed E.A. Hassanein, Yousef M. Alshaboul, Sayed Ibrahim
المصدر: Heliyon, Vol 7, Iss 9, Pp e07925- (2021)
مصطلحات موضوعية: Inclusive education, Disability, Attitude change, Preservice teachers, Teacher training, Qatar, Science (General), Q1-390, Social sciences (General), H1-99
الوصف: Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.
وصف الملف: electronic resource
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