“Somos capaces, pero…necesitamos ayuda”: Análisis del pensamiento, metodologías de trabajo y dificultades encontradas en maestras de Educación Infantil acerca de la Educación Física

Ruiz, Nerea López; Muñoz, Verónica Alcaraz; García, Llanos Calvo; Roque, José Ignacio Alonso

doi:10.6018/reifop.518381

Cited by 2 publications

(1 citation statement)

References 4 publications

(9 reference statements)

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“…The analysis of the contributions derived from the interviews was conducted using Atlas.ti v.8.4, a software that facilitates the process of coding and creating semantic networks, thus improving the credibility and/or internal validity of the study [40]. The procedure was identical, the information was transcribed, codes were assigned and the data were organised based on the creation of the networks, in order to obtain what López-Ruiz, Alcaraz-Muñoz, Calvo-García and Alonso-Roque [41] call "a comprehensive map of the results" (p. 47). As mentioned above, as for the interview, the teachers were the key informants and the following variables were considered: academic profile (degree and doctorate) and years of teaching experience.…”

Section: • Interviewmentioning

confidence: 99%

Sustainable Teacher Training and SDGs Knowledge: A Study from the Reading Perspective

Encabo-Fernández,

Maestre-Espinosa,

Jerez-Martínez

et al. 2023

Education Sciences

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This study aims at analysing the relevance of the Sustainable Development Goals (SDGs) in initial teacher education and the prominence given to reading, as well as the relationship between the two issues. The research modality chosen is non-experimental, descriptive (survey) and mixed. On the one hand, a questionnaire designed for 118 students of the different teaching-related degrees offered at the Faculty of Education of Universidad de Murcia (Spain) was used to collect information. On the other hand, the interview script was prepared for five professors from the University who teach in these degrees or postgraduate studies, also related to teaching. The results highlight the poor treatment and general lack of knowledge about the SDGs and the little consideration given to them in the literature. There is a pressing need to change the approach and to advocate for a cross-cutting approach to both issues, also taking advantage of the relationship between literature and SDGs for the benefit of the education community.

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Section: • Interviewmentioning

confidence: 99%

Sustainable Teacher Training and SDGs Knowledge: A Study from the Reading Perspective

Encabo-Fernández,

Maestre-Espinosa,

Jerez-Martínez

et al. 2023

Education Sciences

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Pedagogical Content Knowledge of Movement Opportunities in Toddler Education: Perceptions of Early Childhood Educators and Student Teachers

Martínez-Bello,

Vega-Perona,

Robles-Galán

et al. 2023

Early Childhood Educ J

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Early childhood education and care (ECEC) institutions are considered contexts wherein physical activity (PA) can be effectively promoted. Some approaches have been used in the early childhood setting to identify how teachers incorporate movement opportunities into the ECEC curriculum. However, studies are still scarce regarding pedagogical content knowledge (PCK) of structured and non-structured movement possibilities in toddler education (1–3 years old). Taking into account that working with toddlers requires specific training and sensitivity, the aim of the study was to assess ECEC educators’ and student teachers’ perceptions of what they know, how they transmit it, what kind of curricular practices they execute, and the didactic implications of movement opportunities in toddler education. This was an exploratory qualitative research study, in which open-ended, semi-structured qualitative interviews, plus qualitative content analysis of a written questionnaire, were conducted with 14 educators and 20 student teachers. Our results show that educators and students distinguish PCK in the different curricular practices related to movement, identifying differences between structured PA opportunities and free play opportunities. Educators and student teachers identified different sources of knowledge, barriers, and facilitators of structured movement opportunities in the ECEC toddler context, and they recognized that PA is important to young children’s development; however, little knowledge of PA guidelines to promote it was evident. Our findings contribute to understanding educators’ perceptions regarding movement as a curricular practice for children aged 1 to 3 years. Educators and public administration could find structured PA to be a complement to a harmonious development from a young age.

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“Somos capaces, pero…necesitamos ayuda”: Análisis del pensamiento, metodologías de trabajo y dificultades encontradas en maestras de Educación Infantil acerca de la Educación Física

Cited by 2 publications

References 4 publications

Sustainable Teacher Training and SDGs Knowledge: A Study from the Reading Perspective

Sustainable Teacher Training and SDGs Knowledge: A Study from the Reading Perspective

Pedagogical Content Knowledge of Movement Opportunities in Toddler Education: Perceptions of Early Childhood Educators and Student Teachers

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