Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

Conget, Paulette; Royo, Kiomi Matsomoto; Montoya, María Soledad Ramírez

doi:10.15581/004.41.009

Cited by 3 publications

(2 citation statements)

References 41 publications

(45 reference statements)

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“…To collect quantitative data, we applied the questionnaire "Metacognition and Lifelong Learning in the Teaching and Assessment of Future Teachers". Its validity and reliability had been previously reported [80]. The survey was conducted online using the Qualtrics application.…”

Section: Methods and Instrumentsmentioning

confidence: 99%

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021

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Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.

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Section: Methods and Instrumentsmentioning

confidence: 99%

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021

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“…Quantitative data were collected using the Metacognition and Lifelong Learning in the Teaching and Assessment of Future Teachers (MLTA) questionnaire, previously validated, and shown to have high reliability (Cronbach's alpha = 0.93) (Matsumoto-Royo et al, 2021a). Semi-structured interviews were conducted using an interview guideline to gather information on feedback related to assessment tasks and lifelong learning dispositions.…”

Section: Instrumentsmentioning

confidence: 99%

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

Matsumoto-Royo,

Conget,

Ramírez-Montoya

2023

Front. Educ.

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The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (n = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.

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Lifelong Learning and Metacognition in the Assessment of Pre-service Teachers in Practice-Based Teacher Education

2022

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Initial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: n = 231, interviews: n = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.

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Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

Cited by 3 publications

References 41 publications

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

Lifelong Learning and Metacognition in the Assessment of Pre-service Teachers in Practice-Based Teacher Education

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