Active pedagogies and specifically cooperative learning have been described as effective tools for inclusion and educational equity, a key concept in objective 4 within the Sustainable Development Goals. The aim of this study was to test the temporal stability of a cooperative learning (CL) over two academic years and to analyse its effects on achievement in mathematics. The sample consisted of 6456 students enrolled in school in Spain, aged between 10 and 15 years. The results showed some consistency in the use of this methodology during two school years. Mathematics scores correlated positively with all elements of CL in each of the separate school years. However, logistic regression data showed a significant drop in mathematics. In contrast, during the same period, four of the five elements of CL correlated positively with the results.

El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docenteAna Fernández-Viciana y Alberto Fernández-Costales Universidad de Oviedo, España (Artículo recibido el 5/10/2016; aceptado el 20/12/2016; versión final 25/02/2017) DOI: http://dx.doi.org/10.5565/rev/jtl3.684 Resumen Este artículo presenta una investigación original sobre la autoeficacia docente y la formación lingüística percibida por los estudiantes del Grado en Educación Primaria (mención de inglés) de una universidad pública española. La investigación utiliza una muestra de 4 alumnos a los que se realizó una entrevista que incluía 21 preguntas. Los resultados obtenidos tras el análisis cualitativo sugieren que los participantes cuyo nivel es inferior al B2 muestran una autoeficacia lingüística baja. En líneas generales, los alumnos reclaman una mayor atención a la formación lingüística recibida en sus estudios, ya que esta resulta determinante para modelar su autoeficacia lingüística.Palabras clave: autoeficacia, formación del profesorado, Educación Primaria, enseñanza del inglés, aprendizaje de lenguas extranjeras Abstract This paper reports on an original research on teacher efficacy and the perceived linguistic training of students of the Degree in Primary Education (English stream) in a Spanish university. The research relies on a sample of 4 students answered a 21-item interview. The results show students report a low language self-efficacy in the case of students with levels below B2. Students demand more attention should be paid to the learning of the L2 in their degrees and they are clearly influenced by the way their learned the foreign language at school.Keywords: self-efficacy, teacher training, language competence, Primary Education, English teaching Résumé Cet article présente une recherche originale sur l'auto-efficacité sur l'enseignant auto-efficacité et la formation linguistique perçue pour les élèves de la formation des enseignants de qualité dans l'enseignement primaire (mention anglais) d'une université espagnole. La recherche utilise un échantillon de 4 étudiants qui ont réalisé un entretien avec 21 questions. Les résultats de l'étude montrent une auto-efficacité linguistique faible, notamment chez les étudiants ayant un niveau en anglais inférieur à BS. Les étudiants réclament que l'on accorde une attention spéciale à cet aspect et déclarent être nettement influencés par la manière dont ils ont appris la langue étrangère à l'école.

Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, p < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths.

Degree Programme for Primary Education, English as a Foreign Language Track. In particular, this research analyses their previous linguistic knowledge, their perception of the linguistic competence of a primary school English teacher, and their perception on their own linguistic competence. The findings for this research show that the students’ linguistic competence at the beginning of their studies is far from their perception of the linguistic competence that a primary-school English teacher should have. Another important finding reveals how their perception of the English language and the teaching of English will affect their decision when choosing this degree. The sample was 38 students enrolled in the fourth year of this particular degree in three consecutive years (2017/2018, 2018/2019, 2019/2020). The research tool was an ad hoc, 33-item questionnaire that was administered online. This paper uses a quantitative approach and data were analysed with descriptive statistics: Kruskal-Wallis one-factor and U-Mann Whitney. This investigation emphasises the important role of foreign-language linguistic competence in the training of primary- school English teachers.