Suchergebnisse

The aim of this study was to determine Turkish trainee teachers' epistemological beliefs and to examine them with respect to some variables. The study group was composed of 331 Turkish trainee teachers studying at Dumupınar University Education Faculty. Data were collected
using the Turkish version of the Epistemological Beliefs Questionnaire (Deryakulu & Büyüköztürk, 2002, 2005; Schommer, 1990). It was found that trainee teachers' beliefs that learning depends on effort rather than ability were sophisticated compared to their other
beliefs; while the belief that there is only one unchanging truth was naïve compared to their other beliefs. Turkish trainee teachers' epistemological beliefs differed significantly in terms of gender. That is, female students believed more than did males that learning depends on
effort rather than ability.

This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers' profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.

The purpose in this study was to investigate the democratic attitudes of prospective teachers in line with certain variables. The study was carried out with 233 randomly selected teacher trainees during the 2005-2006 academic year. A democratic attitude scale was applied to student
teachers while they were freshmen in 2002 and seniors in 2005. Results showed that democratic attitudes of the student teachers did not change over time.

This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188790600607929 ; The effective teaching of National Education requires from the teacher a sense of commitment and personal conviction. The teacher has to demonstrate confidence in what is said and taught in class, and more importantly, through his or her personal values and convictions. In other words, the teacher is required to be patriotic. This paper examines the different types of patriotism among our trainee teachers, and how these types of patriotism influence their citizenship values, their perceptions of the importance of National Education, and the extent to which National Education is viewed as government propaganda. The results revealed four homogenous clusters that differed significantly in terms of perceptions of citizenship, importance of National Education, and the extent to which National Education is viewed as government propaganda.

This study deals with the research skills of trainee teachers at the early education level at the National University of Education and their valuable contribution to the teaching- learning process of educational research oriented towards the development of their curricular integration work (ICT). The objective is to diagnose the research skills of students in the fifth and seventh cycles of the Early Education course, with the aim of aligning what is learnt in the classroom in the subject of research with the implementation of the end-of-cycle research work known as the Project for the Integration of Knowledge (PIENSA). The methodology applied is framed in a qualitative study, of an interpretative nature, with the use of an interview with the students under study. The results obtained are analysed by means of a first level codification based on the categories of knowledge, skills, abilities, attitudes and effective performance in the research process. The results show that research competences should be strengthened in a logical sequence in educational research that promotes continuous improvement and is adapted to the projects that are developed permanently in each cycle. Furthermore, the fact that there is a convergence of different criteria on the research competences developed prioritises the search for quality in research and the use of methods that contribute effectively to the fulfilment of the objectives set.

Socio-environmental problems are some of the major concerns of today's society, and education is an essential area to raise awareness and mould future citizens who will be committed to sustainability. The purpose of this paper is to ascertain how future primary and secondary education teachers in the area of social sciences perceive the socio-environmental problems that affect today's society, for their subsequent inclusion in the curriculum. To this end, a study was carried out by means of a questionnaire, which showed that trainee primary and secondary teachers have a high consideration of these environmental problems, with hardly any differences noted according to sex or type of degree studied. This perception is positive in terms of the subsequent inclusion of socio-environmental problems in the development of the curriculum by the participating trainee teachers, who largely prefer an autonomous model for curricular implementation.

English language students were questioned and asked to comment via a weblog in order to observe any shift in constructs following practicum in schools. Participants observed each other presenting in a course, Teaching Language Skills, focusing on points of preference. Participants entered
their comments on presentations onto a weblog. Eight months later, upon beginning and partial completion of practicum at schools, participants were interviewed regarding priorities established as they observed mentors in classes. The 2 series of data were compared and a significant shift in
personal constructs was found, in that while the main focus was on variety of activities during prepracticum, by the time of the postpracticum, priority had shifted in favor of smooth flow of course delivery by the teacher.

The main goal of this research was to analyse the perception of trainee primary education teachers regarding motivation when using comics as a resource to teach and learn history. To achieve this objective, a history education programme was designed based on the use of comics and the outcomes evaluated via a mixed qualitative-quantitative post-test questionnaire (Likert scale 1–5). Two hundred twenty-one trainee primary teachers from the University of Alicante, Spain participated in the study during the 2020/2021 academic year. Data were collected using the IBM SPSS v.24 statistical package and AQUAD 7. The results showed that the majority of future teachers felt highly motivated when using comic resources to learn history instead of textbooks (90.5% of participants); trainee teachers recognise that the use of comics improves their capacity to be more creative and that they feel able to design and use their own comic resources to teach history in the future. ; This research is part of the project "Accept the challenge! Gamification in online higher education" (2020-1-PL01-KA226-HE-096034) funded by the European Union ERASMUS+ KA2 programme Cooperation and innovation for good practices.

We investigated emotional conflict in an educational context with an emotional body–word Stroop paradigm, examining whether the N450 (a late fronto-central phasic negative event-related potential signature) and slow potential (SP) effects could be evoked in trainee teachers. The
N450 effect is characterized by topography and negative polarity of an incongruent minus congruent difference potential, and the SP effect has positive polarity (incongruent minus congruent difference potential). Positive and negative body language examples were obtained from pupils in an
actual school context, and emotional words were selected. Compound stimuli were presented, each comprising a congruent or incongruent word displayed across a body image. Event-related potentials were recorded while participants judged body expression valence. Reaction times were longer and
accuracies were lower for the incongruent compared to the congruent condition. The N450 component amplitude in the incongruent condition was more negative than in the congruent condition. Results showed a behavioral interference effect and an N450 effect for trainee teachers in this context,
thus indicating that the body–word task was efficient in assessing emotional conflict in an educational context, and trainee teachers' perception of body expressions of students could be influenced by emotional signals. The findings further the understanding of emotional conflict in
an educational context.