Validity and reliability of a questionnaire on primary and secondary school teachers’ perception of teaching a competence-based curriculum model

López, Luis Miguel García; Gutiérrez, David; Pastor, Juan Carlos; Romo, Vicente

doi:10.7821/naer.2018.1.255

Cited by 9 publications

(5 citation statements)

References 6 publications

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“…Table 2 provides the values obtained both for the instrument as a whole and for the different dimensions shaping it, in all three applications. The values reached allow us to state that the instrument has a high reliability level, both globally and in the different dimensions shaping it [70,72]. Only one dimension (Confidence) and one of the experiments (Anatomy) reveal values which can be considered moderate.…”

Section: Information Collection Instrumentsmentioning

confidence: 92%

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Cabero‐Almenara

Vila

2019

Applied Sciences

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Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. Together with mobile technology, this combination arises as one of the most effective binomials to support significant and ubiquitous learning. Nevertheless, this binomial can only prove valid if the student is motivated to use it during the learning process. An attempt was made through the implementation of Keller’s Instructional Material Motivational Survey model o determine the degree of motivation of Pedagogy, Medicine and Art students from the University of Seville for using AR-enriched notes available by means of mobile devices in the classroom. Three applications designed for the subjects of Educational Technology, Anatomy and Art served to assess it positively in terms of the motivation raised by the participation in the experiment, as well as regarding academic performance improvement. It can additionally be stated that our main finding was a link between students’ motivation to use the enriched notes and the performance obtained in the subject in which they use them. Evidence was also found that the utilization of Augmented Reality benefits the learning process.

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Section: Information Collection Instrumentsmentioning

confidence: 92%

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Cabero‐Almenara

Vila

2019

Applied Sciences

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“…In this context, teachers must be aware of their responsibility and power to improve education and society through sustainable education and the construction of eco-awareness [33]. This can be achieved through a number of twenty-first century teaching skills, including the so-called digital competences [59,60]. In short, it is necessary for teachers to acquire sustainable digital skills in order to bring about changes in society [7,12,61,62].…”

Section: Teacher Training To Raise Eco-responsible Awareness When Usimentioning

confidence: 99%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

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“…Regarding the prevalence of intellectual disability in our sample (0.5%), it is aligned with previous literature. Although the prevalence of this type of disability worldwide is difficult to determine due to the complexity of its measurement (García‐López et al ., 2018), it is estimated at between 0.05 and 1.55% (McKenzie et al ., 2016). In Spain, according to the IMSERSO (2022), the rate is 0.6%.…”

Section: Discussionmentioning

confidence: 99%

The stigma of intellectual disability in Spain: a nationally representative survey

Zamorano,

Santos‐Olmo,

Sánchez‐Iglesias

et al. 2024

J intellect Disabil Res

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BackgroundStigma towards people with intellectual disability affects various aspects of their lives, including access to employment, housing, health and social care services. Furthermore, this stigma reduces their social opportunities and is even reflected in laws that diminish their autonomy. Due to the practical significance of this issue, the aim of this research is to explore for the first time the social stigma associated with intellectual disability in a representative sample of the Spanish population.MethodA cross‐sectional quantitative descriptive study was conducted, involving a representative sample of the population (N = 2746). The study includes descriptive analyses and hierarchical regressions to examine various dimensions of stigma, such as attitudes, attributions, and intentions of social distance.ResultsMedium levels of stigma are found regarding attitudes and attributions towards people with intellectual disability, while levels are medium‐low concerning the intention of social distance. The most reliable indicators of stigma across its various dimensions encompass attitudes, attributions, and the intention of social distance. Factors that contribute to lower stigma include knowing someone with an intellectual disability, being willing to discuss intellectual disability with an acquaintance who has it and having a progressive political ideology. People with intellectual disability show more negative attributions towards themselves. Living with a person with an intellectual disability is another predictor of more stigmatising attitudes, but less intention of social distance. Results are mixed regarding age, gender, and educational level.ConclusionCombating the stigmatisation of people with intellectual disabilities must include comprehensive actions to address attitudes, attributions and behavioural intentions. Public policies, such as national campaigns and programmes, should include contact with and open conversations about intellectual disability, and sensitivity to sociodemographic variables.

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Validity and reliability of a questionnaire on primary and secondary school teachers’ perception of teaching a competence-based curriculum model

Cited by 9 publications

References 6 publications

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

The stigma of intellectual disability in Spain: a nationally representative survey

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