Teaching methodology used in the master’s degree programme for secondary education teacher training: student assessment

Palomino, María Carmen Pegalajar

doi:10.7238/rusc.v12i3.2246

Cited by 3 publications

(2 citation statements)

References 19 publications

(18 reference statements)

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“…On the other hand, although the training of Secondary Education teachers has been adapted to the European Higher Education Area (EHEA) by requiring a Master's degree, with a minimum duration of 60 credits, this has not been the case in other aspects such as methodology, as the application of active methodologies focused on the student and aimed at the development of key competences and the basis for a society in continuous change, globalised and technified, has not yet been contemplated in its entirety. Although it is necessary to be trained in methodology and to experiment with it in order to be able to subsequently apply it (Pegalajar, 2015), there have been numerous experiences in the application of active methodology in the MFPES (Caldeiro et al, 2018;López, 2015) and others specifically in PBL (Imaz, 2015;Molina, 2019;Navarro et al, 2015;Salido, 2020), all of them positive and with encouraging results, but they are only specific aspects of a globality that shows how far there is still to go and the need for "PBL in initial teacher training to become a long-term experience and to be characterised by the breadth of knowledge, as this is the orientation that this model should acquire in non-university education classrooms" (Salido, 2020).…”

Section: Mfpes and Lifelong Learning: Active Methodologies And Abpmentioning

confidence: 99%

Initial and in-Service Training for Secondary School Teachers to Implement Project-Based Learning (Pbl)

Colón¹,

Castellano-Almagro²,

Moreno³

et al. 2021

Education and New Developments 2021

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.

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Section: Mfpes and Lifelong Learning: Active Methodologies And Abpmentioning

confidence: 99%

Initial and in-Service Training for Secondary School Teachers to Implement Project-Based Learning (Pbl)

Colón¹,

Castellano-Almagro²,

Moreno³

et al. 2021

Education and New Developments 2021

View full text Add to dashboard Cite

show abstract

“…Within teaching pedagogy there is a wide spectrum from more traditional teaching-centered, rooted in behaviorism, to more student-centered viewed as current and leaning on social constructivism (Pegalajar, 2015, Serin, 2018. In fact, teacher led/Direct Instruction has become almost demonized within education in favour of discovery learning, group work, collaborative, student centered tasks (Morrison, 2014).…”

Section: Introduction Backgroundmentioning

confidence: 99%

– The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings

2022

IICE Official Conference Proceedings

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In Indonesia, the development of e-commerce is increasing along with the increasing number of internet and social media users. The rapid growth of e-commerce has changed the way consumers make purchases of goods and services. The growth of electronic transactions has a very positive impact on business owners and consumers, because it provides convenience, ease, efficiency and low costs. However, electronic transactions can pose risks and uncertainties that can harm both consumers and entrepreneurs. This article aims to examine the educational values of e-commerce information technology for the protection of citizens. Digital citizenship is closely related in the way in which e-commerce information technology knowledge is mastered and practiced to make significant connections. To see digital education clearly, then clear knowledge about the application of new technologies as part of the government's recommendations for legal protection is needed. This is important because citizens who are educated with knowledge of e-commerce technology will be able to promote ethical values as a democratic society. In this way, the new space will be available not only as a digital reality but also as a full-fledged society needs.

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Modernization of Higher School teachers’ professional training as a strategy of forming their professionalism

Gurianov

Konopleva

Gluzman

et al. 2021

RPGE

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The relevance of modernization process of professional training of future academic staff of higher educational institutions consists of a comprehensive update of the system of professional training of teachers and academic staff. These processes are focused on a scientifically and practically oriented improvement of the educational process. As well as professional and pedagogical interaction of its participants in the educational and professional environment. Theoretical and methodological foundations of increasing the professional training of teachers of higher schools in the conditions of master programmes are grounded; the author’s concept of improving the professional training of teachers of higher schools in the conditions of these programmes is formulated and tested; substantiated the content of the modernization of professional training of teachers of higher education; affordable author's model of modernized professional training of higher education teaching staff in the conditions of a master programmes. Experimentally verified effectiveness of the proposed scientific and methodological support for the professional training of teachers of higher educational institutions.

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Teaching methodology used in the master’s degree programme for secondary education teacher training: student assessment

Cited by 3 publications

References 19 publications

Initial and in-Service Training for Secondary School Teachers to Implement Project-Based Learning (Pbl)

Initial and in-Service Training for Secondary School Teachers to Implement Project-Based Learning (Pbl)

– The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings

Modernization of Higher School teachers’ professional training as a strategy of forming their professionalism

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