La ansiedad matemática es especialmente trascendente cuando se manifiesta en los futuros maestros de Educación Primaria. Partiendo de una muestra de 488 futuros maestros, se han conformado tres perfiles de ansiedad matemática. El perfil de baja ansiedad incluye sólo a 3 de cada 10 sujetos de la muestra. Mediante un análisis inferencial se estudió la posible influencia que pueden tener el rendimiento académico y la formación de acceso a la Universidad en dicha ansiedad, encontrándose una incidencia significativa en ambas variables. Entendemos que es necesario disminuir esta ansiedad para que la práctica docente no esté condicionada por esta actitud negativa.
Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.
The purpose of this work is to carry out a comparative study on Teacher Training in the face of the health emergency due to COVID 19 in two public institutions of Higher Education in Mexico and Spain. The foundation of this work is found in teacher training models, virtual teaching and teaching innovation. It is necessary to innovate to respond to the unforeseen situation of total virtuality. It is important to reflect on the response in both contexts, because, according to Bray and Adamson (2007), the adoption of the educational institution as a unit of analysis requires that we focus on the institutional culture that is different in both contexts. In the case of Spain it is a University and in the case of Mexico it is an institution of Higher Education but it is not a University. We will focus on the narratives about the students' experience in confinement, about the teaching methodology that had to be changed and the situation experienced by the teachers. The research method used has been a comparative case study, focused on the development of two subjects, one from Mexico and the other from Spain. As Stake (1999) indicates, we intend to achieve an understanding of the changes produced in the teaching of both cases. It is a qualitative research that aims to find elements for improvement by delving into two different contexts. We have found that it is possible to distinguish a series of stages in the response to an unforeseen break in face-to-face teaching, ranging from a situation of uncertainty and concern for the health of students and teachers to the formal modification made in the teaching guides, ending with some difficulties encountered in evaluating student performance. It is important to draw conclusions about the pedagogical aspects that have transformed teaching-learning and that may be useful in similar situations.
The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.
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