Universitising teacher education in Singapore: from the TTC to the NIE.

The emergence of a modern teacher education system in Singapore can be traced to 1950 when the Teachers Training College (TTC) was established. The TTC was a separate entity from the School of Education at the University of Singapore. Rapid economic growth in the 1970s and 80s necessitated changes to upgrade the education system, such that school leavers could be better prepared for work in a post-industrial economy. It was recognised then that teacher preparation had to be upgraded to represent the field as an evidence-based profession, thus leading to the establishment of the Institute of Education in 1973; this was a significant first step in the journey towards universitising teacher education in Singapore. Continued and transformative economic growth in the 1980s and 90 s necessitated further changes in education goals, best represented by the Thinking Schools, Learning Nation initiative in 1997, the Teach Less Learn More initiative in 2004, and the ICT MasterPlans initiatives. In response, in 1991, the National Institute of Education (NIE) was established, as an institute of Nanyang Technological University. The move to universitise teacher education in Singapore enabled the profession to attract a better calibre of teacher-students, develop rigorous graduate and postgraduate programmes in education, recruit faculty with postgraduate qualifications, and invest in Singapore-centric education research. Though the journey has been long, steady progress towards universitisation has contributed significantly to Singapore's development, and the NIE can today claim to be an internationally recognised Institute of Distinction.

Effects of a Teacher-Facilitated Peer-Mediated Intervention on Social Play of Preschoolers with Autism.

Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A teacher-implemented peer-mediated Stay Play Talk (SPT; Goldstein et al. in Top Lang Disord 27(2):182-199, 2007) intervention package targeting the type of play children with autism engage in with peers was implemented using a concurrent multiple baseline design across four participant/peer dyads. Using a cascading coaching model with behavioral skills training, a teacher was trained in intervention strategies and then taught and supported four peers to implement the intervention. In addition to visual analysis, to statistically analyze effects, we calculated effect sizes using the parametric measure standardized mean difference. A functional relation between the intervention and increases in interactive play and initiations and decreases in solitary play was demonstrated across all dyads. Results generalized to novel settings and maintained following withdrawal of teacher support. Results suggest that SPT can be effectively implemented by a teacher to support interactive play between children with and without autism in an inclusive classroom. Implications for future research and clinical practice are discussed.

Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences.

Introduction: Teachers' wellbeing plays a critical role in their overall job satisfaction, motivation, and effectiveness in building supporting learning environments. In today's dynamic educational settings, where teachers often face numerous challenges and stressors, their wellbeing becomes increasingly vital. Consequently, there is an urgent need to innovate and develop targeted training interventions that can support specifically the wellbeing of educators. Methods: This study sought to provide an overview of the "Online Wellbeing Course - OWC," a serious game developed to enhance teachers' wellbeing, and to investigate the participants' feedback after being engaged in the OWC, utilizing a qualitative approach through focus group discussions. A total of 189 in-service teachers took part in the study. To qualitatively explore their experiences with the OWC, participants were involved in focus groups and asked to provide feedback about how and to what extent the course was beneficial for their wellbeing. Results: Teachers reported enhancements in areas such as emotional competence, self-care strategies, social awareness, relationship skills, decision-making, and school climate. Discussion: These outcomes suggested the potential of serious games as an innovative training approach for supporting teachers' wellbeing, offering valuable insights for researchers, policymakers, and educators.

Validación de una escala enfermera para evaluar las actitudes del profesorado en la atención diabética / Validation of a nursing scale for assessing teachers' attitudes to diabetes care

Objetivo: Validar el Inventario de Actitudes Negativas del Profesorado hacia la Atención del Alumnado con Diabetes Mellitus tipo 1 (INAPAD) y estudiar su fiabilidad mediante los coeficientes Alfa de Cronbach y Omega de McDonald. Material y método: Este estudio describe el proceso de diseño y validación de la escala enfermera INAPAD en una muestra de 382 docentes en las etapas de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y Formación Profesional en una provincia española. El INAPAD pretende valorar diversas dimensiones actitudinales sobre la atención educativa al alumnado con Diabetes Mellitus tipo 1, incidiendo tanto en el perfil docente y profesional del profesorado, como en las características y necesidades específicas de este alumnado. Por su parte, la validez de constructo se ha evaluado mediante análisis factoriales exploratorios por componentes principales y rotación varimax. Resultados y Conclusión: Los resultados obtenidos informan de la viabilidad del INAPAD para ser utilizado como un instrumento útil para el diagnóstico del prejuicio o predisposición del profesorado hacia la atención del alumnado con DM tipo 1 y, por ende, para predecir el éxito de las medidas psicopedagógicas y los cuidados del niño y adolescente con diabetes. (AU)

Objective: To validate the Inventory of Teachers' Negative Attitudes towards the Care of Students with Diabetes Mellitus type 1 (INAPAD) and to study its reliability using Cronbach's Alpha and McDonald's Omega coefficients. Enfermería GlobalNº 74 Abril 2024Página 195Methods: This study describes the design and validation process of the INAPAD nursing scale in a sample of 382 teachers in the stages of Early Childhood Education, Primary Education, Compulsory Secondary Education, Baccalaureate and Vocational Training in a Spanish province. In order to validate the INAPAD, its reliability has been studied using Cronbach's Alpha and McDonald's Omega Coefficients. Hence, the construct validity has been evaluated through exploratory factor analysis by principal components and varimax rotation. Results and conclusion: The findings obtained inform the viability of the INAPAD to be used as an effective instrument for the diagnosis of prejudice or predisposition of educators towards the care of learners with type 1 DM and for the prediction of the success of psycho-pedagogical measures and of the care for children and adolescents with diabetes. (AU)

Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence.

Background: Technology plays a fundamental role to achieve higher education key learning objectives. Digital competence (DC) is defined as a set of skills, knowledge, abilities, and attitudes in technological aspects. It is necessary to employ an effective training action plan in higher education institutions to advance towards a level of teaching digital competence (TDC). The objective of this study was to validate the COMDID A instrument to assess Teaching Digital Competence (TDC) of active teachers, through a confirmatory factor and internal reliability analysis. Methods: The research was developed within a descriptive-correlational scope and a non-experimental-cross-sectional design to validate the dimensionality and reliability of the COMDID A instrument and evaluate the self-perceived digital competence of active teachers. The population was made up of 690 professors who were part of the teaching staff of the National University of Chimborazo, Ecuador, in the first academic period of the year 2021. The sample was probabilistic, in a simple random scheme, the percentage of potential error admitted was 3%. The representativeness of the sample was 50%, and the confidence level was 97%. A total of 511 teachers completed the questionnaire compared to the 452 individuals needed. Results: The instrument was robust, and it was reliable for the calculated sample. There were correlations between the variables, and the statistical calculation ensured the development of the multivariate analysis to validate the dimensionality of the instrument. Moreover, the correct dimensionality was determined through a confirmatory analysis and high reliability of the instrument. Conclusions: The calculated factorial scores were defined in order for further studies to be carried out. It is important to apply confirmatory factor analysis in educational technology research to validate the dimensionality of data collection instruments.

Mapas mentais e cartilhas no ensino remoto emergencial: uma proposta educacional inovadora frente à pandemia da Covid-19 / Mind maps and primers in emergency remote teaching: an innovative educational proposal in the face of the Covid-19 pandemicMapas mentales y primers en la enseñanza a distancia de emergencia: una propuesta educativa inovadora ante la pandemia Covid-19 / Mind maps and primers in emergency remote teaching: an innovative educational proposal in the face of the Covid-19 pandemicMapas mentales y primers en la enseñanza a distancia de emergencia: una propuesta educativa inovadora ante la pandemia Covid-19

Objetivo: Na perspectiva da formação continuada de professores universitários, o presente trabalho visa discutir os resultados obtidos através da aplicação de um tutorial virtual, com vistas à inovação da prática pedagógica docente. Método: Trata-se de um relato de experiência envolvendo a utilização de mapas mentais e cartilhas educativas em ambientes virtuais, no contexto do Ensino Remoto Emergencial (ERE), na Universidade Pública na Bahia. Resultados: Para tanto, por meio de trabalho colaborativo, foram realizadas atividades síncronas e assíncronas. Dois ambientes de aprendizagem foram utilizados, Google Classroom e Meet. Diferentes possibilidades para utilização dos mapas mentais e das cartilhas educativas foram apresentadas, considerando estudos anteriores da equipe proponente. Ademais, foram discutidas possibilidades para uso destas ferramentas didáticas durante o ERE. A atividade de capacitação docente envolveu doze professores universitários, os quais foram estimulados a inovarem as suas práticas pedagógicas, por meio da utilização das Tecnologias Digitais da Informação e Comunicação (TDICs). Conclusão: Diante da capacitação, os participantes atuaram como sujeitos reflexivos e ativos na vivência do processo de ensino-aprendizagem em ambientes virtuais. O tutorial, por meio de um processo educativo participativo, proporcionou ações de trabalho em equipe, com foco na inovação da prática pedagógica docente e na melhoria do processo de ensino-aprendizagem.

Objective:From the perspective of the continued training of university teachers, this work aims to discuss the results obtained through the application of a virtual tutorial, with a view to innovating teaching pedagogical practice. Method: This is an experience report involving the use of mind maps and educational booklets in virtual environments, in the context of Emergency Remote Teaching (ERE), at the Public University in Bahia. Results: To this end, through collaborative work, synchronous and asynchronous activities were carried out. Two learning environments were used, Google Classroom and Meet. Different possibilities for using mental maps and educational booklets were presented, considering previous studies by the proposing team. Furthermore, possibilities for using these teaching tools during the ERE were discussed. The teaching training activity involved twelve university professors, who were encouraged to innovate their pedagogical practices, through theuse of Digital Information and Communication Technologies (TDICs). Conclusion: During the training, participants acted as reflective and active subjects in experiencing the teaching-learning process in virtual environments. The tutorial, through a participatory educational process, provided teamwork actions, focusing on innovation in teaching pedagogical practice and improving the teaching-learning process.

Objetivo: Desde la perspectiva de la formación continua de docentes universitarios, este trabajo tiene como objetivo discutir los resultados obtenidos mediante la aplicación de una tutoría virtual, con miras a innovar la práctica pedagógica docente. Método: Se trata de un relato de experiencia sobre el uso de mapas mentales y folletos educativos en ambientes virtuales, en el contexto de la Enseñanza Remota de Emergencia (ERE), en la Universidad Pública de Bahía. Resultados: Para ello, a través del trabajo colaborativo, se realizaron actividades sincrónicas y asincrónicas. Se utilizaron dos entornos de aprendizaje, Google Classroom y Meet. Se presentaron diferentes posibilidades de uso de mapas mentales y folletos educativos, considerando estudios previos del equipo proponente. Además, se discutieron las posibilidades de utilizar estas herramientas didácticas durante el ERE. La actividad de formación docente involucró a doce profesores universitarios, quienes fueron incentivados a innovar en sus prácticas pedagógicas, mediante el uso de las Tecnologías de la Información y la Comunicación Digital (TDIC). Conclusión: Durante la capacitación, los participantes actuaron como sujetos reflexivos y activos al vivir el proceso de enseñanza-aprendizaje en ambientes virtuales. La tutoría, a través de un proceso educativo participativo, brindó acciones de trabajo en equipo, enfocando la innovación en la práctica pedagógica docente y la mejora del proceso deenseñanza-aprendizaje.

Characterization of students with high intellectual capacity: the approach in the Portuguese school context and importance of teacher training for their educational inclusion.

This paper takes a terminological approach to the concept of high intellectual abilities, highlighting the distinctive aspects of the way it is addressed in the Portuguese educational context. It outlines the existing conceptual differentiation in the field of higher abilities, emphasizing how the main characteristics are described and including the strengths and weaknesses of current teaching and learning processes in Portugal. As we will show, educational work with these students in Portuguese schools is characterized by unequal regulation compared to other educational needs, by an imbalance of educational processes aimed at these gifted students, and by clear underdiagnosis that sometimes leads to them being ignored in the classroom, with the consequent harm that this can cause to their overall development and to their academic and professional careers. The paper emphasizes the importance of teacher training in Portugal as an aspect that could be key to reversing, as far as possible, this gap in educational processes-which currently include educational inclusion for all their students as part of the key action principles in the Portuguese educational system.

Desafíos en la enseñanza escolar de los primeros auxilios: análisis de la legislación educativa (LOMLOE) y orientación curricular / Challenges in teaching first aids at schools: analysis of spanish educational legislation (LOMLOE) and curricular guidance

Fundamentos: la enseñanza de los primeros auxilios (ppaa) a escolares y jóvenes es una estrategia prioritaria en salud pública. El objetivo de este trabajo fue revisar y analizar la nueva legislación educativa en el marco curricular de ppaa, lo cual es necesario para ofrecer a los docentes y sanitarios una guía práctica que oriente la enseñanza para formar a primeros intervinientes en las diferentes etapas escolares. Métodos: un grupo de cuatro expertos con experiencia curricular en los diferentes niveles educativos, así como en el campo de los ppaa, participaron en este análisis. La metodología consistió en un enfoque de análisis de consenso sobre el contenido de los reales decretos (rd) de educación primaria (rd 157/2022), secundaria (rd 217/2022) y bachillerato (rd 243/2022) que desarrollan curricularmente la ley orgánica 3/2020 (lomloe). Resultados: en el análisis de los tres rd se encontraron diez conceptos generales: prevención de accidentes; protocolo proteger, alertar, socorrer (pas); protocolo 1-1-2; posición lateral de seguridad (pls); reanimación cardiopulmonar (rcp); desfibrilador externo automático o semiautomático (dea/desa); obstrucción de vía aérea por cuerpo extraño (ovace); ppaa; traslado de accidentados; e ictus. A lo largo de todas las etapas educativas fueron veintisiete las veces en que aparecían explícitamente contenidos vinculados con la prevención de accidentes o al aprendizaje de ppaa. Conclusiones: el currículo actual dota de contenido en materia de ppaa desde los ocho-nueve años (3º de educación primaria). Al finalizar la enseñanza secundaria obligatoria, todo el alumnado debería saber identificar la parada cardíaca, alertar a los servicios de emergencias, iniciar las maniobras de reanimación, usar el desfibrilador y saber actuar ante un atragantamiento.(AU)

Background: teaching first aid (fa) to children and young people is a priority strategy in public health. The aim of this paper was to review and analyze new educational legislation within the fa curriculum framework, which is necessary for providing teachers and healthcare professionals with a practical guide that guides teaching to train first responders in different school stages.methods: a group of four experts with curricular experience at different educational levels, as well as in the field of fa, partici-pated in this analysis. The methodology involved a consensus analysis approach on the content of the spanish royal decrees (rd) for primary education (rd 157/2022), secondary education (rd 217/2022), and baccalaureate (rd 243/2022) that develop the curriculum of the organic law 3/2020 (lomloe).results: in the analysis of the three rd, ten general concepts were identified: accident prevention; protocol protect, alert, assist (pas); 1-1-2 protocol; recovery position (pls); cardiopulmonary resuscitation (cpr); automated external or semi-automatic defibrillator (aed); foreign body airway obstruction (fbao); fa; transportation of the injured; and stroke. Throughout all educational stages, in twenty-seven instances appeared content explicitly related to accident prevention or the learning of fa.conclusions: the current curriculum provides fa content from the age of eight-nine (3rd year of primary education). By the end of compulsory education, all students should be able to identify cardiac arrest, alert emergency services, initiate resuscitation maneuvers, use the defibrillator, and know how to respond to choking incidents.(AU)

La bioética como un pilar de la formación de profesores de biología

Propósito/Contexto. En este artículo se presenta una propuesta acerca de cómo incorporar (o robustecer) la educación bioética en la formación inicial de profesores de biología en el contexto colombiano. Metodología/Enfoque. Se inicia mostrando, a grandes rasgos, cuál es la situación de la enseñanza de la bioética en Colombia, en aras de situar el contexto en el que se inscribe la propuesta. Posteriormente, se define qué es la bioética, con base en los propósitos del artículo, para lo cual se acude al concepto de bioética global de Potter y se amplía, incorporando otras dimensiones, más allá de la bioética médica y la ambiental. Resultados/Hallazgos. La bioética global se complementa con algunos enfoques: esta perspectiva ha de ser práctica, laica, inter y transdisciplinar, y estar en estrecha relación con la educación. Se mencionan algunas situaciones de orden nacional, en Colombia, que implican debates bioéticos y que podrían desempeñar un rol preponderante en la formación de profesores de biología, situaciones que se sugiere abordar con base en unas estrategias de enseñanza particulares. Discusión/Conclusiones/Contribuciones. Se afianza la idea de por qué es necesario que los profesores tengan una educación bioética; se enumeran las limitaciones de la propuesta planteada y se enfatizan las perspectivas y los retos que de ella devienen.

Purpose/Context. This article presents a proposal on how to incorporate (or strengthen) bioethics education into the initial training of biology teachers in the Colombian context. Materials and methods/Approach. It begins with an overview of bioethics teaching in Colombia to define the context of the proposal. Subsequently, bioethics is defined based on the purposes of the article, for which Potter's concept of global bioethics is used and expanded, incorporating other dimensions beyond medical bioethics and environmental bioethics. Results/Findings. Some approaches complement global bioethics: This perspective must be practical, secular, inter- and transdisciplinary, and closely related to education. We mention some national situations that involve bioethical debates, which could play a preponderant role in the training of biology teachers. These situations should be addressed using particular teaching strategies. Discussion/Conclusions/Contributions. We reinforce the idea of why teachers must have a bioethical education, list the limitations of our proposal, and emphasize the perspectives and challenges arising from it.

Objetivo/contexto. Neste artigo se apresenta uma proposta sobre como incorporar (ou robustecer) a educação bioética na formação inicial de professores de biologia, no contexto colombiano. Metodologia/Abordagem. Começa-se mostrando, em traços gerais, qual é a situação do ensino da bioética na Colômbia, em vista de situar o contexto no qual se inscreve a proposta. Posteriormente se define o que é a bioética, com base nos propósitos do artigo, para o qual se recorre ao conceito de bioética global de Potter e se amplia, incorporando outras dimensões, além da bioética médica e da bioética ambiental. Resultados/Descobertas. A bioética global se complementa com alguns enfoques: esta perspectiva há de ser prática, laica, inter e transdisciplinar, e estar em estreita relação com a educação. Mencionam-se algumas situações de ordem nacional, na Colômbia, que implicam debates bioéticos e que poderiam desempenhar um papel preponderante na formação de professores de biologia, situações que se sugere abordar com base em estratégias de ensino particulares. Discussão/Conclusões/Contribuições. Reforça-se a ideia de porque é necessário que os professores tenham uma educação bioética; enumeram-se as limitações da proposta apresentada e enfatizam-se as perspectivas e os desafios que dela derivam.

A saúde coletiva na licenciatura em educação física nas universidades públicas da região Sul do Brasil / Collective health in the degree in physical education in public universities in the Southern region of Brazil / Salud colectiva en el profesorado en educación física en universidades públicas de la región Sur de Brasil

RESUMO: A saúde é indicada como uma das justificativas para a existência da educação física como componente curricular escolar. No entanto, ainda prevalece uma visão limitada de saúde, focada especialmente em questões biológicas e comportamentais. Uma resolução de 2018 estabeleceu entrada única nos cursos de educação física, instituindo que não haverá mais a entrada separada para bacharelado e licenciatura, e que os alunos devem escolher uma ou outra habilitação específica somente na segunda metade do curso. O objetivo deste estudo foi analisar as ementas dos novos currículos dos cursos de licenciatura em educação física das universidades públicas da região Sul do Brasil, especificamente em relação à sua aproximação com a temática da saúde coletiva. Trata-se de um estudo descritivo-analítico com análise documental. Foram analisadas 708 ementas de disciplinas de 11 cursos. Três cursos não tinham disciplinas relacionadas à temática saúde coletiva. Identificaram-se 17 disciplinas obrigatórias, sendo 13 ofertadas na etapa comum e quatro na etapa específica da licenciatura. Conclui-se que existem poucas inserções da temática da saúde coletiva nos cursos de licenciatura em educação física, principalmente na etapa específica do curso.

ABSTRACT: Health is indicated as one of the justifications for the existence of physical education as a school curricular component. However, a limited view of health still prevails, focused especially on biological and behavioral issues. A resolution of 2018 established single ingress into physical education courses, instituting that there will no longer be separate ingress for bachelor's and teaching degree, and that students should choose one or other specific qualification only in the second half of the course. The objective of this study was to analyze the syllabi of the new curricula of undergraduate courses in physical education of public universities in the southern region of Brazil, specifically in relation to their approach to the theme of collective health. This is a descriptive-analytical study with documentary analysis where 708 syllabi of subjects of 11 courses were analyzed. Three courses had no disciplines related to the theme collective health. We identified 17 compulsory subjects, 13 offered in the common stage and four in the specific stage of the degree. It is concluded that there are few insertions of the theme of collective health in undergraduate courses in physical education, especially in the specific stage of the course.

RESUMEN: La salud se indica como una de las justificaciones para la existencia de la educación física como componente curricular escolar. Sin embargo, sigue prevaleciendo una visión limitada de la salud, centrada especialmente en cuestiones biológicas y de comportamiento. Una resolución de 2018 estableció la entrada única en los cursos de educación física en Brasil, instituyendo que ya no habrá entrada separada para los grados de licenciatura y profesorado, y que los estudiantes deben elegir una u otra calificación específica solo en la segunda mitad del curso. El objetivo de este estudio fue analizar los menús de los nuevos planes de estudios de los cursos de profesorado en educación física de las universidades públicas de la región Sur de Brasil, específicamente en relación con su proximidade al tema de la salud colectiva. Se trata de un estudio descriptivo-analítico con análisis documental. Se analizaron 708 programas de disciplinas de 11 cursos. Tres cursos no tenían temas relacionados con el tema salud colectiva. Se identificaron 17 disciplinas obligatorias, de las cuales 13 ofrecidas en la etapa común y cuatro en la etapa específica del grado. Se concluye que hay pocas inserciones de la temática salud colectiva en los cursos de formación del profesorado en educación física, especialmente en su etapa específica.

Diseño curricular de un diplomado en enseñanza de fisiología / Curricular design of a physiology training diploma course

Introducción: Los conceptos fundamentales de la fisiología representan un avance significativo en la pedagogía de esta disciplina, y proporcionan una base sólida para la enseñanza y el aprendizaje. Estos conceptos enfatizan los principios metodológicos y disciplinarios necesarios para que los estudiantes comprendan la fisiología de manera efectiva. Además, guían tanto a estudiantes como a profesores, e influyen en el diseño de programas académicos de pregrado y posgrado. Materiales y métodos: Diseño curricular basado en las necesidades formativas de docentes de la carrera de médico cirujano de México. El análisis de necesidades formativas se desarrolló según el perfil de egreso de médicos mexicanos. Resultados: Como resultado primario, se obtuvo el programa académico de posgrado llamado ‘Diplomado en enseñanza de fisiología’, con un enfoque constructivista y que utiliza los conceptos fundamentales de la fisiología como su piedra angular. Este programa ha estado en funcionamiento durante cuatro años y ha capacitado a 35 profesores de más de 10 universidades en México. Está estructurado en cinco etapas de formación, que abarcan desde la ciencia del aprendizaje hasta la planificación de sesiones teóricas y prácticas, y en cada etapa se explora y se reflexiona sobre los conceptos fundamentales de la fisiología. Conclusiones: Los académicos valoran positivamente la inclusión de los conceptos fundamentales de la fisiología como ejes de enseñanza y aprendizaje trasversales.(AU)

Introduction: The core concepts of physiology represent a significant advancement in the pedagogy of this discipline, providing a solid foundation for teaching and learning. These concepts emphasize the methodological and disciplinary principles necessary for students to effectively understand physiology. Moreover, they guide both students and teachers, influencing the design of undergraduate and postgraduate academic programs.Materials and methods: Curricular design based on the training needs of professors in the medical career in Mexico; the analysis of training needs was developed according to the profile of graduating Mexican doctors. Results: The primary outcome was the academic program for the postgraduate program called ‘Certificate in Physiology Teaching’, with a constructivist approach that uses the core concepts of physiology as its cornerstone. This program has been in operation for four years and has trained 35 professors from more than ten universities in Mexico. It is structured in five training stages that range from the science of learning to the planning of theoretical and practical sessions, and in each stage, the core concepts of physiology are explored and reflected upon. Conclusions: Academics positively value the inclusion of the core concepts of physiology as cross-cutting teaching andlearning axes.(AU)

Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training.

Microteaching is called "micro" teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.

[Challenges in teaching first aids at schools: analysis of spanish educational legislation (LOMLOE) and curricular guidance]. / Desafíos en la enseñanza escolar de los primeros auxilios: análisis de la legislación educativa (LOMLOE) y orientación curricular.

OBJECTIVE: Teaching first aid (FA) to children and young people is a priority strategy in Public Health. The aim of this paper was to review and analyze new educational legislation within the FA curriculum framework, which is necessary for providing teachers and healthcare professionals with a practical guide that guides teaching to train first responders in different school stages. METHODS: A group of four experts with curricular experience at different educational levels, as well as in the field of FA, participated in this analysis. The methodology involved a consensus analysis approach on the content of the spanish Royal Decrees (RD) for Primary Education (RD 157/2022), Secondary Education (RD 217/2022), and Baccalaureate (RD 243/2022) that develop the curriculum of the Organic Law 3/2020 (LOMLOE). RESULTS: In the analysis of the three RD, ten general concepts were identified: accident prevention; protocol Protect, Alert, Assist (PAS); 1-1-2 protocol; recovery position (PLS); cardiopulmonary resuscitation (CPR); automated external or semi-automatic defibrillator (AED); foreign body airway obstruction (FBAO); FA; transportation of the injured; and stroke. Throughout all educational stages, in twenty-seven instances appeared content explicitly related to accident prevention or the learning of FA. CONCLUSIONS: The current curriculum provides FA content from the age of eight-nine (3rd year of Primary Education). By the end of compulsory education, all students should be able to identify cardiac arrest, alert emergency services, initiate resuscitation maneuvers, use the defibrillator, and know how to respond to choking incidents.

OBJECTIVE: La enseñanza de los primeros auxilios (PPAA) a escolares y jóvenes es una estrategia prioritaria en Salud Pública. El objetivo de este trabajo fue revisar y analizar la nueva legislación educativa en el marco curricular de PPAA, lo cual es necesario para ofrecer a los docentes y sanitarios una guía práctica que oriente la enseñanza para formar a primeros intervinientes en las diferentes etapas escolares. METHODS: Un grupo de cuatro expertos con experiencia curricular en los diferentes niveles educativos, así como en el campo de los PPAA, participaron en este análisis. La metodología consistió en un enfoque de análisis de consenso sobre el contenido de los Reales Decretos (RD) de Educación Primaria (RD 157/2022), Secundaria (RD 217/2022) y Bachillerato (RD 243/2022) que desarrollan curricularmente la Ley Orgánica 3/2020 (LOMLOE). RESULTS: En el análisis de los tres RD se encontraron diez conceptos generales: prevención de accidentes; protocolo Proteger, Alertar, Socorrer (PAS); protocolo 1-1-2; posición lateral de seguridad (PLS); reanimación cardiopulmonar (RCP); desfibrilador externo automático o semiautomático (DEA/DESA); obstrucción de vía aérea por cuerpo extraño (OVACE); PPAA; traslado de accidentados; e ictus. A lo largo de todas las etapas educativas fueron veintisiete las veces en que aparecían explícitamente contenidos vinculados con la prevención de accidentes o al aprendizaje de PPAA. CONCLUSIONS: El currículo actual dota de contenido en materia de PPAA desde los ocho-nueve años (3º de Educación Primaria). Al finalizar la Enseñanza Secundaria Obligatoria, todo el alumnado debería saber identificar la parada cardíaca, alertar a los servicios de emergencias, iniciar las maniobras de reanimación, usar el desfibrilador y saber actuar ante un atragantamiento.

How much does teacher quality vary across teacher preparation programs? Reanalyses from six states.

At least sixteen US states have taken steps toward holding teacher preparation programs (TPPs) accountable for teacher value-added to student test scores. Yet it is unclear whether teacher quality differences between TPPs are large enough to make an accountability system worthwhile. Several statistical practices can make differences between TPPs appear larger and more significant than they are. We reanalyze TPP evaluations from 6 states-New York, Louisiana, Missouri, Washington, Texas, and Florida-using appropriate methods implemented by our new caterpillar command for Stata. Our results show that teacher quality differences between most TPPs are negligible-.01-0.03 standard deviations in student test scores-even in states where larger differences were reported previously. While ranking all a state's TPPs is not useful, in some states and subjects we can find a single TPP whose teachers are significantly above or below average. Such exceptional TPPs may reward further study.

Teachers as first responders: classroom experiences and mental health training needs of Australian schoolteachers.

BACKGROUND: Schoolteachers are often the first to respond when a student presents with a mental health issue in the classroom. This places a burden on schools that impacts school staff, healthcare workers and teachers. More broadly, it places a responsibility on the education system to address students' mental health. This study examines Australian teachers' classroom experiences and the training areas identified by teachers as necessary to manage these issues. METHOD: Interviews were undertaken with 18 in-service teachers between 2020 and 2021 from Catholic, Independent and Public schools. Data were gathered via multiple interviews and analysed using thematic content analysis. RESULTS: The major mental health issues identified by teachers related to mental disorders, depression, anxiety, and a complex range of negative emotional states. Teachers requested training in child and adolescent mental health, counselling skills, early detection and intervention, and training skills to manage the complex relationship with parents and external health and community personnel. Teachers also reported the need to access mental health resources, support and training, which were differentially accessed along socioeconomic status and postcodes. CONCLUSION: The data show that teachers are often placed as first responders when a student has a mental health issue but feel inadequately trained to manage these issues in the classroom. We identified mental health issues presenting in Australian classrooms and documented critical features of mental-health training asked for by teachers in order to address those issues. Given the increasing demands on teachers to address the mental health of children and adolescents, we argue that an urgent review of mental health training for teachers is needed.

Evaluación de la formación a profesorado para promover relaciones saludables y equitativas: ¿transformar o reproducir? / An evaluation of teacher training to promote healthy and equitable relationships: transforming or reproducing?

Objetivo: Evaluar el impacto de la formación en la capacitación del profesorado para implementar Posem el Focus, una intervención socioeducativa adaptada de Lights4Violence para prevenir la violencia de género durante la adolescencia. Método: Estudio de evaluación de una formación mediante metodología cualitativa en Terrassa en 2019-2021. La perspectiva socioconstruccionista permitió comprender su impacto en el profesorado y su traslación en la praxis educativa. Se realizó un muestreo intencional del profesorado (n = 32). El análisis de los discursos fue descriptivo-interpretativo partiendo de las producciones escritas de los participantes en la formación y su respuesta a algunas preguntas abiertas. Se desarrolló un marco teórico explicativo. Resultados: El profesorado refirió adquirir conceptos, desarrollar nuevas habilidades y modificar algunas actitudes. Señaló la comprensión teórica del sistema sexo-género, la interseccionalidad y las violencias explícitas e implícitas. Sin embargo, reprodujo estereotipos de género, no comprendió el abordaje inclusivo y apuntó no identificar violencias implícitas. El profesorado percibió como útil la formación y se sintió capacitado para implementar la intervención. No se identificaron diferencias en la producción discursiva respecto a género o edad.ConclusionesLa formación al profesorado asegura los conocimientos mínimos y facilita la adquisición de algunas habilidades, aunque no consigue cambios en profundidad de las actitudes. Se concluye que la formación capacita al profesorado para implementar Posem el Focus, aunque se recoObjetivoEvaluar el impacto de la formación en la capacitación del profesorado para implementar Posem el Focus, una intervención socioeducativa adaptada de Lights4Violence para prevenir la violencia de género durante la adolescencia...(AU)

Objective: To evaluate the impact of the training on teacher capacity to implement Posem el Focus, a socio-educational intervention adapted from Lights4Violence to prevent the gender-based violence during adolescence. Method: Evaluation study of a training using qualitative methodology in Terrassa, 2019–2021. The socio-constructionist perspective was used to understand the impact of teacher training and its translation into educational practice. A purposive sampling of teachers (n = 32) was carried out. A descriptive-interpretative analysis of the discourses was carried out based on the written productions of the participants in the training and their answers to some open questions. An explanatory theoretical framework was developed. Results: Teachers reported acquiring concepts, developing new skills and modifying some attitudes. Teachers stated theoretical understanding of the sex-gender system, intersectionality and explicit and implicit violence. However, they reproduced gender stereotypes, did not understand the inclusive approach and pointed out not identifying implicit violence. Teachers perceived the training as useful and felt empowered to implement the intervention. No differences were identified in discursive production with respect to gender or age. Conclusions: Teacher training ensures minimum knowledge and facilitates the acquisition of some skills, although it does not achieve in-depth changes in attitudes. It is concluded that the training enables teachers to implement Posem el Focus, although it is recommended that it be reformulated.(AU)

Psychometric Validation of the "LGBTIQ+ Themes in Literature Education" Scale (LTiLE).

The aim of this research is to describe the adaptation process and psychometric properties of the "LGBTIQ+ Themes in Literature Education" (LTiLE) scale, the first instrument aimed at measuring attitudes toward the inclusion of LGBTIQ+ content in the teaching interventions of future literature educators. The study seeks to identify empirical evidence of content, construct, convergent, and discriminant validity, as well as internal consistency reliability, and the absence of bias in assessments based on participants' gender identity. Following the attainment of a high level of significant agreement on the quality of its content, an Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted using a random sample of 592 Spanish recent graduates from programs related to Primary and Secondary Education teacher training. Both discriminant and convergent validity estimates yielded optimal results. Nomological validity was established through gender-based score comparisons, revealing significantly more favorable scores for cisgender women and other gender identities. A similar differential item behavior based on gender and measurement invariance according to the teaching stage were observed. Internal consistency was evaluated using ordinal α, McDonald's ω, composite reliability, and complementarily, Cronbach's. Psychometric evidence confirms LTiLE's validity, reliability for prospective literature educators in non-university education.

Focusing on the value of cooperative learning in physical education: a bibliometric analysis.

The shift toward cooperative learning has highlighted the growing advantages of individual learning modes during the transition. Nevertheless, a systematic compilation of the precise classification and developmental dynamics of cooperative learning in PE has been absent. This study aimed to organize the existing progress and significance of collaborative learning. The study entailed a meticulous systematic review process, examining 169 articles in this domain with the aid of visualization software. The results of the study indicate that the overall use of cooperative learning in physical education is on the rise and will reach its highest level in 2021; Second, the keywords, major core scholars, journals, countries, and major research topics; the visual knowledge map reveals the major research topics of intrinsic motivation, cooperative learning, motor skills, self-learning, written expression, and pedagogical models. The research primarily centers on primary and secondary education, followed by teacher training and higher education. At the primary and secondary school levels, there is a specific focus on aspects such as motivation, teacher-student relationships, and the group atmosphere. This research also explores sustainable development and training for PE teachers, model integration, and its influence on students' intrinsic motivation; and finally, the future directions of cooperative learning in PEare summarized. This study provides meaningful and valuable information on how cooperative learning models can be used and developed in various teaching and learning environments, physical education teacher education, and overall student development.

Embodied strategies for public speaking anxiety: evaluation of the Corp-Oral program.

Background: Public speaking is an indispensable skill that can profoundly influence success in both professional and personal spheres. Regrettably, managing anxiety during a speech poses a significant challenge for many of the population. This research assessed the impacts of a Corp-Oral program, designed to manage public speaking anxiety in university students, based on, body awareness, embodied message techniques, simulation, embodied visualization, body transformation, and gesture enhancement. Methods: Thirty-six students (61% women; Mage = 20.22, SD = 1.23 years) were randomly assigned to either an experimental group (n = 18), which underwent the Corp-Oral program, or a control group (n = 18). Self-perceived anxiety, heart rate, and electroencephalography were measured in a pre-test and a post-test. Results: The study reveals that the Corp-Oral program significantly (p < 0.005) reduced both physiological responses (heart rate) and self-reported measures of anxiety. The alteration was more noticeable in self-reported anxiety measures (a decrease of 33.217%) than in heart rate (a decrease of 4.659%). During the speech, the experimental group exhibited increased cortical activation in areas related to emotional regulation, consciousness, sensorimotor integration, and movement control. A significant increase in frontal alpha asymmetry was observed for the experimental group in the post-test, but there were no significant variations in the theta/beta ratio. Conclusion: These findings underline the benefit of managing public speaking anxiety not merely by reducing it but by channeling it through embodied strategies. These strategies could lead to greater action awareness that would cushion the physiological effect of the anxiety response and help generate a better self-perception of the anxiety state.

Developing a Practical Medical Educator Training Program: Meeting A Need in Faculty Development.

This article was migrated. The article was marked as recommended. Faculty who teach in medical schools typically do so because of their knowledge and expertise in their field, yet few receive training in best practices in teaching. Educator development programs that help faculty enhance their teaching skills while continuing to fulfill their existing professional responsibilities can help address this gap. Such programs may be developed and implemented locally by individuals within the institution. This guide is intended for individuals who are interested in developing educator training programs but who lack experience in program development. The article describes practical strategies for designing, implementing, and evaluating a collaborative program to teach skills and best practices in medical education. Key themes in program design, program implementation, and program evaluation and dissemination include appropriate goal setting, setting clear expectations, strong communication, and the benefits of diversity in collaboration. Educator training programs provide enhanced teaching skills and opportunities for career advancement for participants at all career stages, which in turn benefits the institution and the medical profession.