Teacher learning in a combined professional development intervention

González, Gloriana; Skultety, Lisa

doi:10.1016/j.tate.2018.02.003

Cited by 39 publications

(30 citation statements)

References 41 publications

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“…Therefore it represents a broad, although partial, vision of the teaching practice, while reflecting through their own convictions, the incidence of different traditions and the possible future of these. In recent decades, initial and continued teacher training has become a central issue [52]. International studies insist on the need to renew teacher training programs in order to improve teaching-learning processes in compulsory education [53,54].…”

Section: History Education From the Perspective Of Heritage Edcucatiomentioning

confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

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Section: History Education From the Perspective Of Heritage Edcucatiomentioning

confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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“…In recent years, new methodological horizons have been fixed in the field of teacher training [1]. International studies insist on the need to renew teacher training programs to improve teaching-learning processes in compulsory education [2][3][4], and place emphasis on the mastery of normal classroom tasks [5,6].…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

“…However, at present, this trend seems to be reducing, as research begins to show the absence of a relationship between gender and the degree of acceptance of technologies [49,57]. References should be numbered in order of appearance and indicated by a numeral or numerals in square brackets, e.g., [1] or [2,3], or [4][5][6]. See the end of the document for further details on references.…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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“…The in-service training of social science teachers is also a research line with a long history due to the fact that the updating of content knowledge, providing teachers with the necessary training for a good development of their teaching practice, is fundamental in the teaching profession (Barnes et al, 2017;Gonzaĺez and Skultety, 2018;Konig et al, 2017;Yeşilpınar and Karakus, 2017). In-service teacher training has become even more important lately, if that is even possible, due to the appearance in recent decades of the competences in the educational sphere and advancements in the field of historiography and the teaching of the social sciences.…”

Section: Introductionmentioning

confidence: 99%

Primary and secondary school teachers’ perceptions of their social science training needs

Sánchez-Ibáñez

Romera

Martínez

2021

Humanit Soc Sci Commun

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Competency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

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Teacher learning in a combined professional development intervention

Cited by 39 publications

References 41 publications

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Primary and secondary school teachers’ perceptions of their social science training needs

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