Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

Higueras-Rodríguez, Lina; Medina-García, Marta; Molina-Ruiz, Enriqueta

doi:10.3390/educsci10040105

Cited by 14 publications

(10 citation statements)

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“…Taking into account the limitation of the sample, especially for some specialties such as physics and chemistry, which makes it difficult to generalize the results, this study has shown that the activity based on projects is adequate for training future secondary school teachers in research matters regardless of the specialty, which may initially seem crucial for establishing specific training activities. Thus, this research work demonstrates that this type of multidisciplinary activity is adequate for all the students belonging to the different STEM specialties, corroborating previous studies applying multidisciplinary methodologies [25,26]. Furthermore, this type of multidisciplinary activity reinforces the necessities exposed in previous papers related to training teachers in Spain [24].…”

Section: Discussionsupporting

confidence: 88%

“…Nonetheless, although recent articles reveal the necessity of designing new methodologies to enhance the educational research skills of students of a Master's Degree in Secondary Education (future teachers) [23,24], there are hardly any references to experiences with or research on such a specific topic. Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29]. The Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29].…”

Section: Introductionmentioning

confidence: 99%

“…Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29]. The Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29]. The analysis of the students' perception of the Master's degree level can be implemented using SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis [30,31].…”

Section: Introductionmentioning

confidence: 99%

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Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

2020

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In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master’s Degree in Secondary Education, specifically, the 3 European Credit Transfer and Accumulation System (ECTS) course of Initiation to Educational Research (IER), this Master’s course being mandatory for working as a secondary professor. The Master’s students are asked to write their own research project proposals for a fictitious call on a topic freely chosen by them, which might have been related to the research line of the final Master’s thesis. In it, they had to propose all the contents studied in the course (such as writing a brief state of the art, establishing a research team, setting objectives, a description of the methodology for educational research, instruments, a plan for the dissemination of the results, the needed resources, etc.). The students’ perceptions of the usefulness and reality of what they had learned for their professional development and for writing their final theses were assessed. The results based on the perceptions of the students demonstrate that the activity had been useful for assimilating concepts related to educational research in the context of secondary education (research skills), which will be useful for improving the critical sense of the students (teacher candidates) and for their professional future in the context of applied research in day-to-day secondary teacher activities. Furthermore, the results show the activity was useful for the development of the final Master’s thesis. The difficult aspects that the activity presented for them were analyzed. The results were statistically compared for the students of the different specialties, deducing, in all cases, a homogeneous good acceptance with slight differences between them.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

2020

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“…In this sense, the study of teacher training courses and programmes helps to understand if it can really promote improvement in classroom practices and meaningful student learning. By using games as a didactic resource, it is possible to work on the different educational levels and it can become a key tool for educators (Baneres et al, 2008;Higueras-Rodriguez, Medina-Garcia & Molina-Ruiz, 2020).…”

Section: Discussionmentioning

confidence: 99%

Active methodologies as a key element in teacher training for educational inclusion

Higueras-Rodríguez

Medina-García

2020

PROSOC

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The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective. Keywords: Active methodologies, teacher training, inclusion, school improvement.

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“…Según Assmann (2002), el verdadero cambio en la enseñanza es la unión del aprendizaje y la motivación. Esta unión hará que el proceso de enseñanza-aprendizaje sea más ameno y atractivo, además de mucho más efectivo (Higueras-Rodríguez et al, 2020).…”

Section: Introductionunclassified

Impacto de una experiencia Flipped Classroom en las percepciones sobre el aprendizaje del alumnado de Ciencias de la Actividad Física y el Deporte

Martín-Moya

Hoyo-Guillot

Ruiz-Montero

et al. 2022

ESPIRAL-CUADERNOS DEL PROFESORADO

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A pesar de la popularidad del aula invertida, su efectividad para lograr un mayor compromiso y resultados de aprendizaje carece actualmente de evidencia empírica sustancial. Este estudio analizó las aportaciones de 54 estudiantes que participaron en un entorno de enseñanza invertido en el Doble Grado en Ciencias de la Actividad Física y del Deporte, concretamente en la asignatura de Biomecánica del Movimiento Humano. En general, los estudiantes informan una experiencia de aprendizaje más positiva y una mayor participación en el aula invertida. Se seleccionó un estudio con enfoque cualitativo partiendo de las aportaciones del alumnado a través de un diario reflexivo cumplimentado a lo largo de todo el semestre y entrevistas semiestructuradas. El análisis reveló seis categorías que los estudiantes destacan como especialmente propicias para su aprendizaje; compromiso con los compañeros, ser reconocido, relación con el profesor, entorno de aprendizaje físico, aprender con compañeros y usar videos para aprender nuevos contenidos. Los resultados indican que la dimensión afectiva de la participación de los estudiantes es particularmente prominente cuando los estudiantes reflexionan sobre el aprendizaje en el aula invertida.

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Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

Cited by 14 publications

References 13 publications

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

Active methodologies as a key element in teacher training for educational inclusion

Impacto de una experiencia Flipped Classroom en las percepciones sobre el aprendizaje del alumnado de Ciencias de la Actividad Física y el Deporte

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