Effects of a teacher training program on the motivation and satisfaction of history secondary students

Carrasco, Cosme Jesús Gómez; Rodríguez‐Medina, Jairo; Martínez, Pedro Miralles; González, Víctor B. Arias

doi:10.1016/j.psicoe.2020.08.001

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…There is still an overuse of textbooks and the expository strategy by teachers who teach history (Sobejano and Torres, 2009;Valls and López, 2011;López and Valls, 2012;Carretero and Van Alphen, 2014;Colomer et al, 2018). However, more and more teachers in Spain are in favor of a teaching model in which the student acquires a greater role through the implementation of innovative resources (heritage, written and oral sources, new technologies) and educational strategies that encourage the active participation of students in the teaching and learning process (project-based learning, gamification, and flipped classroom) (Olmos, 2017;Gómez et al, 2018;Gómez Carrasco et al, 2020;Sánchez et al, 2020). Therefore, it is important to be aware of developments in the incorporation of competency-based social sciences teaching and a learner-centered model at all levels of education.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast to the instruments outlined earlier, the observation instrument we present here focuses on a unique but very important competence for history teachers, namely the fostering of historical thinking skills, which are embedded in history curricula worldwide (Van Drie and van Boxtel, 2008;Seixas and Morton, 2013). In previous studies, we have analyzed the impact of a training programme in the Geography and History specialization of the Master's Degree in Teacher Education on the motivation, satisfaction, and perception of learning of history students (Gómez Carrasco et al, 2020, 2021, and we have analyzed the teaching approaches of history teachers in Spain and their relationship with their views on the use of digital resources in a classroom (Gómez Carrasco et al, 2022). The data obtained through the observation instrument that we will design will allow us to complement these previous works, based on self-reported measures, with a microanalytical perspective that provides greater richness and detail of what really happens in the classroom.…”

Section: Introductionmentioning

confidence: 99%

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Design and validation of two tools to observe and analyze history lessons in secondary education

Miralles-Sánchez,

Gómez-Carrasco,

Rodríguez-Medina

2023

Front. Educ.

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This article focuses on the validation of two data collection instruments, one is the History Class Observation Tool (HCOT) and the other is focus groups with students, trainee teachers and tutors from secondary school classrooms. The main objective of the study is to obtain evidence of validity of the two instruments to be used in research on the design, validation, implementation, and evaluation of training units. All this in order to improve the teaching-learning process of historical thinking skills in high school students with the aim of forming critical citizens. The initial set of 32 observable behaviours was reviewed by 9 judges, who rated each on a scale of 0 (strongly disagree) to 3 (strongly agree) in terms of appropriateness, importance, clarity of wording, and observability. As can be seen from the results, both instruments according to the agreement indices suggest that the items, overall, can be considered suitable and important, and observable in the case of the observation instrument, as well as having clarity of wording appropriate to the objectives of both, with high confidence on the part of the experts. If we compare it with similar studies that we have discussed previously, we can see how this validation process has been quite rigorous and novel following some guidelines set previously in certain studies.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Design and validation of two tools to observe and analyze history lessons in secondary education

Miralles-Sánchez,

Gómez-Carrasco,

Rodríguez-Medina

2023

Front. Educ.

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“…This level of achievement needs to be improved so that more and more participants advance to the category at the level of achievement at the excellent level. The strategies used are improving participants' motivation, improving participants' understanding of the material and tasks, mentoring and supervising facilitators (Buil et al, 2019;Carrascoa et al, 2020;Händel et al, 2020;Mclean et al, 2019;Nurhayati, 2018;Puspayanti, 2018).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Online Mode-Based the Candidate of Headmaster Training Program by Using the Kirkpatrick Evaluation Model

Waruwu

2021

JPP

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This study aims to analyze the effectiveness of the Online Mode-Based Principal Training Program Using the Kirkpatrick Evaluation Model. The training evaluation using the Kirkpatrick model used 4 (four) levels, they were reaction; learning; behavior; results. Each level had an assessment instrument. The research method used was a combination (mixed method). The sample of this research was the training participants of prospective principals, totaling 12 people. Data collection techniques included questionnaires, interviews, observations, and documentation studies. The data analysis technique was carried out by quantitative descriptive and equipped with qualitative analysis based on the results of interviews, observations, and documentation studies. The results show that the success rate of training for prospective principals at all levels is in a good category. The success rate at each level is as follows: evaluation of the participant's reaction level is in the good category level; evaluation of learning level is in good category level; evaluation of behavior level is in good category level; evaluation results are in the good category level, in other words, training has an impact on school development. The results of this study are used as material for evaluating the effectiveness of training for prospective principals and as input for the development of community service programs in the future.

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“…For this content validation, the decision was made to create a discussion group with seven experts: two professors from the field of social science education, two secondary education geography and history teachers, two primary education social science teachers and a professor from the Department of Research and Diagnostic Methods in Education, an expert in research methodology. The decision was taken to use the Delphi method and, following the relevant modifications, a second round was carried out with the experts to definitively validate the two tools (Gómez et al, 2020c).…”

Section: Instrumentsmentioning

confidence: 99%

Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

et al. 2021

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This paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils (n = 467, Mage = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.

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Effects of a teacher training program on the motivation and satisfaction of history secondary students

Cited by 7 publications

References 19 publications

Design and validation of two tools to observe and analyze history lessons in secondary education

Design and validation of two tools to observe and analyze history lessons in secondary education

Evaluation of the Online Mode-Based the Candidate of Headmaster Training Program by Using the Kirkpatrick Evaluation Model

Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

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