The aim was to assess the influence of a training program on teachers' attitudes and perceptions related to the implementation of cooperative learning in educational contexts. This influence was ...assessed based on the teachers' knowledge area, educational stage, age, gender and years of teaching experience. 990 teachers from 60 schools participated. Results indicated a positive attitude from the teachers, regardless of their subject area or educational stage. However, significant differences were found regarding age and teaching experience. Training has proven to be a powerful predictor of success for the implementation of cooperative learning in educational settings.
•Teachers show a positive attitude towards cooperative learning implementation after a continuing training program.•Teacher training is a more powerful predictor than their educational stage or their branch of knowledge.•There is an inverse correlation between the teachers’ age and their perception towards cooperative learning.•The number of techniques used is determinant in the teacher’s perception towards cooperative learning.
El resumen en español en letra Cambria, 10 puntos. Tendrá
En este trabajo se presenta un programa de formación en acción para el profesorado de matemáticas de los cursos 5 y 6 (10-12 años) de la ...Escuela Andorrana adaptando el lesson study para poder implementarlo a gran escala. El programa, Andorran Lesson Study (ALS) permitió superar limitaciones mediante la grabación y el visionado masivo de vídeos de clase, junto con sesiones de discusión previa y posterior. La combinación de observaciones y respuestas del profesorado evidenció una contribución significativa del ALS al desarrollo profesional en la enseñanza de las matemáticas, mediante un progreso notable en el aprovechamiento de oportunidades de aprendizaje, un catálogo más amplio de representaciones y la comunicación efectiva sobre y en torno a las matemáticas. El ALS contribuyó a mejorar la eficacia en el desarrollo de las competencias matemáticas promovidas por el currículo andorrano. En conclusión, el ALS se presenta como una alternativa viable para la formación continua del profesorado, permitiendo una adaptación logística y cultural a diferentes contextos escolares y organizaciones
Esta pesquisa tem como objeto de estudo o projeto de formação continuada da Secretaria de Estado da Educação e do Esporte do Paraná (SEED-PR). Seu objetivo é elencar as características dos projetos ...formativos disponibilizados no site da Secretaria e estabelecer relações entre a formação e as (im)possibilidades de desenvolvimento e valorização docente. A pesquisa documental foi realizada no site da rede pública de ensino paranaense no ano de 2022. Conclui-se que os materiais e os conteúdos disponibilizados concretizam a padronização da formação docente por meio de plataformas digitais e de estratégias dos conteúdos formativos no Paraná. As evidências deflagram a precarização da formação continuada e sua desconexão com o desenvolvimento profissional e a valorização docente. Embora a formação continuada integre o desenvolvimento profissional, quando ela assume uma perspectiva padronizada e transmissiva, a conotação que se dá ao processo formativo docente se distancia da possibilidade de estudo e reflexão por parte dos professores.
Verkko-oppimisympäristöjen suosio kasvaa kiihtyvällä tahdilla maailman laajuisesti ja samaan aikaan tarve uusille lähestymistavoille verkko-oppimisen ja -opetuksen kehittämisessä ja tutkimuksessa on ...kasvanut. Vaikka lokitiedot mahdollistavat verkkokäyttäytymisen tutkimisen, on tätä mahdollisuutta hyödynnetty verkko-oppimisen ja -opetuksen tutkimuskontekstissa verrattain vähän. Tutkimuksessa hyödynnettiin lokitietoja verkkokurssin arvioinnissa ja kehittämisessä MOOC-ympäristössä. Tässä artikkelissa kuvataan oppimisprosessia lokitietojen avulla sekä pohditaan sitä, minkälaista ymmärrystä oppimisesta lokitiedot voivat tuottaa ja miten tällaisen tiedon voisi tulevaisuudessa valjastaa oppimisen tueksi. Tutkimusaineisto koostui matematiikan opettajien (N=58) täydennyskoulutusverkkokurssin lokitiedoista. Tutkimustulokset osoittavat, että syvällisemmät tai enemmän aikaa vaativat aktiviteetit keskeyttävät yhtenäisen opiskelun herkemmin kuin esimerkiksi videoluennot. Lyhytkestoiset videot ja nopeasti vastattavat kyselyt sen sijaan sitouttavat osallistujia yhtenäiseen opiskeluun. Vaikka suoristustavoissa on yksilöllisiä eroja, verkkokurssin kehittämistarvetta on mahdollista arvioida lokitietojen avulla. Esitämme artikkelissa vision siitä, kuinka tulevaisuudessa lokitiedot voisivat automaattisesti analysoitua, järjestelmä tunnistaisi oppimisprofiileja ja verkko-oppimisympäristö muokkautuisi automaattisesti tunnistettujen opiskelutaipumusten mukaan. Kun prosessiin yhdistetään tekoäly myös profilointialgoritmi kehittyisi automaattisesti käyttäjädatan kasvun myötä. In English Web-based learning enviroments have become increasingly popular world-wide. At the same time, the need for new approaches to both supporting and investigating teaching and learning have emerged. Although log information enables research of online behavior, this opportunity is not used to its full potential in the context of web-based teaching and learning. This research utilized log information in the assessment of a MOOC course and its development. This article describes the learning process with the help of log information. It also envisions what kind of understanding of the learning process log information can provide and how this understanding may be harnessed to support learning in the future. The data consisted of the log information of mathematic teachers (N=58) participating in an online continuing training course. The results show that in-depth time-consuming activities interrupt studying more easily than video lectures for example. Short videos and quick queries engage the participant in more coherent study. Although there are individual differences in the studying, less well-functioning teaching content and tasks can be recognized through log information. We present a vision of how log information can be automatically analyzed; the system would recognize learning profiles and the online environment would automatically modify itself according to the profile. When AI (artificial intelligence) is utilized the profiling algorithm would develop automatically as user data accumulates. Fulltext in Finnish.
Increasingly, school principals face unique challenges to improve the educational quality of their schools. Given the vital role of educational leaders in this process, this study presents the case ...of a city with distinctive features due to its geographical location bordering Africa and Europe: Melilla, Spain. Based on a literature review and in-depth interviews with primary and secondary school principals, this study analyses the initial and continuing training, requirements, and procedures to become a school principal, as well as the motivations, skills, and knowledge required of educational leaders in principalship positions. The results reveal that the training school principals receive in educational leadership is often scarce and not very useful for addressing the realities they encounter in their schools. In addition, the interviewees highlight the multitude of administrative tasks they are required to perform, which often precludes them from engaging in pedagogical practices and exercising educational leadership.
Resumo O conhecimento dos professores para promover o Raciocínio Matemático (RM), na prática docente, é essencial para o cumprimento de diretrizes curriculares. No entanto, esse conhecimento é ...considerado muitas vezes um grande desafio, portanto, é importante destacá-lo como uma meta para a formação de professores. Neste sentido, este estudo tem como foco o desenvolvimento do conhecimento de professores para criar contextos em aula para promover o RM dos alunos, numa formação continuada. Considerou-se uma investigação de natureza qualitativa e interpretativa para analisar os conhecimentos de seis professores, cursando o Mestrado em Ensino, para desenvolver contextos promotores do RM com seus alunos na perspectiva do Ensino Exploratório. A coleta de dados incluiu questionário, entrevista, observação participante e o trabalho escrito das tarefas propostas. Os resultados evidenciam que os professores conseguiram elaborar uma tarefa matemática e conduzir uma aula com potencial para promover o RM dos seus alunos na Educação Básica, e, com isso, aprofundaram seus conhecimentos e deram maior significado aos fundamentos teóricos e metodológicos sobre os tipos e processos de RM assim como sobre os princípios de design de tarefas. O estudo ressalta a relevância de se considerar na formação de professores quatro dimensões associadas ao conhecimento para promover o RM: aspectos teóricos e metodológicos, aspectos curriculares, aspectos do contexto e aspectos materiais.
Abstract Teachers’ knowledge to promote Mathematical Reasoning (MR) in teaching practice is essential to meet curricular guidelines. However, this knowledge is often a huge challenge for teachers, so it is essential to highlight it as a goal for teacher training. In this sense, this study focuses on developing the knowledge of in-service mathematics teachers to create classroom contexts to promote students' MR, in a teacher training course. It was considered a qualitative and interpretative investigation to analyze the abilities of six teachers, attending the master’s degree in mathematics teaching, to develop students’ MR promoting contexts from the perspective of Exploratory Teaching. Data collection included questionnaire, interview, participant observation and written work of the proposed tasks. Results show that the teachers were able to elaborate a mathematical task and conduct a class with the potential to promote their students’ MR in Basic Education, and, with this, they have deepened their knowledge and gave greater meaning to theoretical and methodological foundations on the types and processes of MR as well to task design principles. The study stresses the relevance for teacher training of considering four dimensions to promote MR: theoretical and methodological aspects, curricular aspects, materials and context aspects.
Promoting health, and in particular developing psychosocial competences, at school encourages the emancipation of pupils and creates a favourable school environment. Furthermore, by helping to ...improve academic success, they improve pupils' overall health. However, school professionals need to be trained to develop students’ psychosocial competences. The aim of this study was to describe the perceptions of French National Education professionals who have attended in-service training in psychosocial competences.
This research adopts a mixed methodology. An online questionnaire was administered to 304 professionals in order to measure their levels of satisfaction and professional development following the training. Then, 14 professionals took part in individual semi-structured interviews to discuss their needs and the obstacles and levers they encountered in reinvesting what they had learned into their professional practice.
The quantitative data showed that the professionals have an average satisfaction rating ranging from 6.96 to 8.22 out of 10 depending on the variable measured, but that they need to discover more tools and practices to develop psychosocial competences (79.28%). The qualitative data reveal that continuing training enables National Education professionals to exchange ideas with their peers and to review their posture (78.57%). They were able to experiment with psychosocial competences according to their needs and modified their practices as a result of the training (57.14%).
This study suggests that continuing training in psychosocial competences leads to changes in the attitudes and practices of National Education professionals, despite significant heterogeneity in terms of the length of training. Future research could focus on the actual practices of professionals trained in the development of psychosocial competences in order to assess the difficulties they encounter.
Introducción: El personal administrativo es un colectivo esencial. El objetivo de este estudio es analizar el impacto formativo de un curso online básico sobre seguridad del paciente para ...administrativos.
Método: Estudio cuasi experimental antes/después en una población de 170 administrativos/as que prestaban sus servicios en los centros de la Mutua Colaboradora con la Seguridad Social MC Mutual y que realizaron un curso de seguridad del paciente. Se evaluaron los conocimientos adquiridos mediante una prueba al inicio (P1) y al final del curso (P2). Además, se eligió una muestra de conveniencia de 42 administrativos/as para evaluar sus conocimientos mediante entrevista, previos (E1) y posteriores (E2) al curso, y a los 6 meses (E3).
Resultados: De los 170 administrativos/as participantes en el curso, 167 (98,2%) completaron la prueba al inicio y final, con puntuaciones medias que incrementaron de 5,7 (P1) a 7,3 (P2) (p<0,05). Aceptaron participar en las entrevistas 22 administrativos/as de una muestra de 42 (52,4%), y se consiguieron las tres entrevistas de 21 (E1), 22 (E2) y 19 (E3) administrativos/as, cuyas puntuaciones medias incrementaron desde 5,9 (E1) a 7,2 (E2) y 7,5 (E3) (p<0,05).
Conclusiones: Los resultados sugieren que el curso de formación fue efectivo. La evaluación mediante la entrevista a los seis meses del curso indica un probable efecto a medio-largo plazo. La implicación de los/as profesionales administrativos/as en la atención a los usuarios de la Mutua es clave. La evaluación del impacto de una intervención es esencial para informar sobre su efectividad y orientar su planificación.
To measure the knowledge level of research misconduct and explore its associated factors among nurses.
Engagement in research misconduct by nurses may transfer to professional misconduct in the ...clinical setting, thereby jeopardizing the quality of patient care. We still know little about the research misconduct situation among nurses. Previous attempts also hardly reflected participants' real knowledge level of research misconduct.
We applied multistage sampling (province, hospital, and participants) in this cross-sectional survey, and recruited 4112 nurses from 200 tertiary hospitals in 25 provinces.
The average knowledge score of the participants was 15.99 ± 5.79. Associated factors of scientific misconduct knowledge score included career situation, educational level, fertility status, research activities index, and perceived consequences for research misconduct.
It is urgent and necessary to design continuing research integrity training for nurses. Hospital managers and policy-makers should pay more attention to key trainees, including newcomers, nurses from less developed groups and institutions, and those from clinical departments. Training designers should also consider how to help nurses with offspring balance their family and work, and should not neglect the training for nurses with extensive research experience. In addition to conveying knowledge and information, the training can integrate cognitive education of research misconduct to improve the effect.
•This study described research misconduct knowledge levels and explored its associated factors among clinical nurses in China.•The knowledge level of the participants indicated the importance and urgency of relevant continuing education for nurses.•Associated factors included career situation, educational level, fertility status, research activities index, and perceived consequences.•This study will help identify key populations for research misconduct training and design the content of training courses.
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