Students of Primary Education Degree from two European universitiesa competency-based assessment of performance in multigrade schools. Comparative study between Spain and Slovenia

  1. Montserrat Magro Gutiérrez 1
  2. Vlasta Hus 2
  3. Polona Jančič Hegediš 3
  4. Silvia Carrascal Domínguez 4
  1. 1 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

  2. 2 Universidad de Maribor
  3. 3 University de Maribor
  4. 4 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Mostra les afiliacions +
Revista:
Revista española de educación comparada

ISSN: 1137-8654

Any de publicació: 2022

Títol de l'exemplar: Creatividad, curiosidad y pensamiento innovador en Educación Comparada en relación a las nuevas normas del siglo XXI

Número: 40

Pàgines: 162-189

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista española de educación comparada

Resum

The success of teaching in multigrade contexts demands that teachers have the knowledge and skills considered necessary to enhance the pedagogical possibilities of these environments. This quantitative, descriptive and non-experimental study explores the extent to which students in the Primary Education Degree in two European universities, one in Spain and one in Slovenia, feel prepared to teach in a multigrade school, based on the training they have received. The results show a relationship between the level of confidence students have in the training received for multigrade performance and differences in the levels of confidence acquired in the competencies assessed. The conclusions emphasise the need to develop university training experiences that contribute to the development of the required teaching skills.

€ Mostra el finançament

Informació de finançament

**Funding: This work was supported by a grant–in-aid awarded by the Vicerrectorate of Innovation and Research of the Camilo José Cela University within the framework of the predoctoral research financing programme 2019-2021(Researcher mobility for teachers out).

Finançadors

Referències bibliogràfiques

  • Abós, P. (2011). La escuela en el medio rural y su presencia en los planes de estudio de los grados de maestro de Educación Infantil y Primaria de las universidades españolas [Schools in rural areas and their presence in the curricula of Infant and Primary Education teachers at Spanish universities]. Profesorado. Revista de Curriculum y Formación de profesorado, 15 (2), 39-52. http://hdl.handle.net/10481/17433.
  • Ames, P. (2004). Las escuelas multigrado en el contexto educativo actual: desafíos y posibilidades [Multi-grade schools in today's educational context: challenges and possibilities]. Ministerio de Educación de Perú-DINFOCAD-GTZ-PROEDUCA. https://www.academia.edu/28137157/Las_escuelas_multigrado_en_el_contexto_educativo_actual_desaf%C3%ADos_y_posibilidades
  • Aksoy, N. (2008). Multigrade schooling in Turkey: An overview. International Journal of Educational Development, 28(2), 218-228. https://doi.org/10.1016/j.ijedudev.2007.05.002.
  • Baggini, J. (2005). What professionalism means for teachers today? Education Review, 18(2), 5-11.
  • Berry, C., & Little, A. W., (2006). Multigrade teaching in London, England. In A. Little (Ed.), Education for All and Multigrade Teaching (pp. 67-86). Springer.
  • Boix, R., & Buscà F., (2020). Competencias del Profesorado de la Escuela Rural Catalana para Abordar la Dimensión Territorial en el Aula Multigrado [Teaching Staff skills of the Catalan Rural School to Address the Territorial Dimension in the Multigrade Classroom]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18 (2), 115-133. https://doi.org/10.15366/reice2020.18.2.006.
  • Bustos, A. (2006). Los grupos multigrado de Educación Primaria en Andalucía [The multigrade groups of Primary Education in Andalusia]. (Doctoral thesis, Granada University). https://hera.ugr.es/tesisugr/16158933.pdf
  • Carrascal, S., Magro, M., Anguita, J. M., & Espada, M. (2019). Acquisition of Competences for Sustainable Development through Visual Thinking. A Study in Rural Schools in Mixco, Guatemala. Sustainability, 11(8), 2317. https://doi.org/10.3390/su11082317.
  • Cenčič, M. (2011). Kombinirani pouk v sedanji družbi znanja [Combined teaching in the current knowledge society]. Razredni pouk, 13(1), 1-2.
  • Corchón, E. (2005). La escuela en el medio rural. Modelos organizativos [The school in the rural environment. Organisational models]. Davinci-Continental.
  • Cornish, L. (2010). Multiage Classes - What's in a Name? Journal of Multiage Education, 4(2), 7-11. https://search.informit.com.au/documentSummary;dn=909066382893421;res=IELHSS
  • Cramer, D., & Howitt, D. L. (2004). The SAGE Dictionary of Statistics: A Practical Resource for Sudents in Social Sciences. SAGE Publications Ltd.
  • Demirkasımoğlu, N. (2019). Defining ‘teacher professionalism’ from different perspectives, In Safford, K., Chamberlain, Liz, (Eds), Learning and Teaching Around the World, Comparative and International Studies in Primary Education (pp.160-165). RK. https://doi.org/10.4324/9780429491498
  • Domingo, L., & Boix, R. (2015). What can be learned from Spanish rural schools? Conclusions from an international Project. International Journal of Educational Research, 74, 114-126. https://doi.org/10.1016/j.ijer.2015.11.002
  • Echazarra, A., & Radinger T. (2019). "Does attending a rural school make a difference in how and what you learn?", PISA in Focus, No. 94. OECD Publishing. https://doi.org/10.1787/d076ecc3-en.
  • Enayati, T., Zameni, F., & Movahedian, M. (2016). Classroom Management Strategies of Multigrid Schools with Emphasis on the Role of Technology. Interdisciplinary Journal of Virtual Learning in Medical Sciences (IJVLMS), 7(2), 165-179. https:// doi.org/10.5812/ijvlms.12161.
  • European Commission (2013). Supporting teacher competence development for better learning outcomes. European Commission. https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf
  • European Commission (2019). Initial Education for Teachers Working in Early Childhood and School Education. Eurídice. https://eacea.ec.europa.eu/national-policies/eurydice/content/teachers-and-education-staff-76_en
  • Fernández, C. (2014). La educación comparada en el proceso de Bolonia: un estudio exploratorio sobre la opinión de los estudiantes [Comparative Education in the Bologna Process: An Exploratory Study of Student Opinion]. Revista Española de Educación Comparada, 23, 183-202, ene. 2014. https://doi.org/10.5944/reec.23.2014.12303.
  • Field, A. (2013). Discovering Statisctics using IBM SPSS Statistics (4th ed.). SAGE Publications Ltd.
  • Hargreaves, E., Montero, C., Chau, N., Sibli, M., & Thanh, T. (2001). Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview. International Journal of Educational Development, 21(6), 499–520. https://doi.org/10.1016/S0738-0593(01)00013-X.
  • Hlalele, D. (2014). Rural education in South Africa: Concepts and practices. Mediterranean journal of social sciences, 5(4), 462. http://doi.org/10.5901 / mjss.2014.v5n4p462.
  • Hus, V., & Aberšek, M. (2011). Questioning as a mediation tool for cognitive development in early science teaching. Journal of Baltic science education, 10(1). http: //oaji.net/articles/2014/987-1405173206.pdf.
  • Hyry-Beihammer, E. K., and Hascher, T. (2015). Multi-grade teaching practices in Austrian and Finnish primary schools. International Journal of Educational Research, 74, 104-113. https://doi.org/10.1016/j.ijer.2015.07.002
  • Kivunja, C., and Sims, M., (2019). Multigrade pedagogies: Africa’s response to Education for All. In Safford, K., Chamberlain, L., (Eds), Learning and Teaching Around the World. Comparative and International Studies in Primary Education (pp.45-53). RK. https://doi.org/10.4324/9780429491498
  • Kucita, P., Kivunja, C., Maxwell, T. W., & Kuyini, B. (2013). Bhutanese stakeholders’ perceptions about multigrade teaching as a strategy for achieving quality universal primary education. International Journal of Educational Development, 33(2), 206–212. https://doi.org/10.1016/j.ijedudev.2012.05.009.
  • Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teaching Education, 25(5), 717-723. https://doi.org/10.1016/j.tate.2008.11.016.
  • Le, H. M. (2018). The reproduction of “best practice”: Following Escuela Nueva to the Philippines and Vietnam. International Journal of Educational Development, 62, 9–16. https://doi.org/10.1016/j.ijedudev.2018.02.005.
  • Little, A. (2001). Multigrade teaching: towards an international research and policy agenda. International Journal of Educational Development, 21 (6), 481-497. https://doi.org/10.1016/S0738-0593(01)00011-6.
  • Magro, M. & Carrascal, S. (2018). Perspectivas actuales de la Educación Infantil en escuelas multigrado. Estudio comparado entre México y España [Current perspectives of Early Childhood Education in multigrade schools. Comparative study between Mexico and Spain]. Revista Latinoamericana de Educación Comparada, 9 (13), pp 134-153.
  • Magro, M. (2019). Necesidades formativas del profesorado de educación infantil para la atención a la diversidad de colegios rurales agrupados [Training needs of early childhood education teachers to address the diversity of rural schools]. Revista Prisma Social, (25), 103-125. https://revistaprismasocial.es/article/view/2683
  • Magro (2021). Competencias y habilidades para el desarrollo de la práctica docente en escuelas infantiles rurales multigrado. Estudio comparado entre México y España[Competences and skills for the development of teaching practice in Early Childhood Rural Multigrade Schools. A comparative study between Mexico and Spain](Doctoral Thesis, Camilo José Cela University).
  • Marland, P. (2004). Preparing Teachers for Multigrade Classrooms: some questions and answers (Paper published at the Annual Meeting for the Society of Southern Queensland University). Australia. https://www.aare.edu.au/data/publications/1993/marlp93148.pdf
  • Martínez-Chairez, G. I., Guevara-Araiza, A., & Valles-Ornelas, M. M. (2016). El desempeño docente y la calidad educativa [Teacher performance and educational quality]. Ra Ximhai, 12(6), 123-134. https://www.redalyc.org/pdf/461/46148194007.pdf
  • Miller, B. (1991). Teaching and Learning in the Multigrade Classroom: Student Performance and Instructional Routines. ERIC Digest, 1-7. https://files.eric.ed.gov/fulltext/ED335178.pdf
  • Ministerio de Educación, Cultura y Deporte (2018). Informe 2018 sobre el estado del sistema educativo. CURSO 2015/2016 [Report 2018 on the state of the education system. ACADEMIC YEAR 2015/2016]. Secretaría General Técnica. https://doi.org/10.4438/i18cee.
  • Ministry of Education, Science and Sport of the Republic of Slovenia (2019). The education system in the Republic of Slovenia 2018/2019. Ministry of Education, Science and Sport of the Republic of Slovenia. http://www.eurydice.si/publikacije/The-Education-System-in-the-Republic-of-Slovenia-2018-19.pdf
  • Mulryan-Kyne, C. (2007). The preparation of teachers for multigrade teaching. Teaching and Teacher Education, 23(4), 501-514. https://doi.org/10.1016/j.tate.2006.12.003.
  • Murga-Menoyo, M. A. (2015). Competencias para el desarrollo sostenible: las capacidades, actitudes y valores meta de la educación en el marco de la Agenda global post-2015 2015 [Competencies for sustainable development: capabilities, attitudes and values purpose of education in the framework of the post-2015 global agenda]. Foro de Educación, 13(19), 55-83. http://dx.doi.org/10.14516/fde.2015.013.019.004.
  • Nachar, N. (2008) The Mann-Whitney U: A Test for Assessing Whether Two Independent Samples Come from the Same Distribution, Tutorials in Quantitative Methods for Psychology, 4(1), 13-20. http://doi.org/10.20982/tqmp.04.1.p013
  • Nolimal, F., Beuermann, D., Kovačič, V., Rogelj, M., & Kramarič, M. (2001). Kombinirani pouk včeraj, danes, jutri: didaktični priročnik [Combined lessons yesterday, today, tomorrow: a didactic manual]. Zavod Republike Slovenije za šolstvo.
  • Ortega, M. D. (2020). Competencias emergentes del docente ante las demandas del Espacio Europeo de Educación Superior [Emerging competences of teachers in the face of the demands of the European Higher Education Area]. Revista Española de Educación Comparada,16, 305-328. http://revistas.uned.es/index.php/REEC/article/view/7534/7202.
  • Otzen, T., Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio [Sampling Techniques on a Population Study]. International Journal of Morphology]. International Journal of Morphology, 35(1), 227-232. http://dx.doi.org/10.4067/S0717-95022017000100037.
  • Parodi, G., Pastore, F., Farčnik D., & Domadenik, P. (2012). "Has the Bologna reform enhanced the employability of graduates? Early evidence from Slovenia", International Journal of Manpower, 33 (1), 51-75. https://doi.org/10.1108/01437721211212529.
  • Perrenoud, P. (2007). Diez nuevas competencias para enseñar [Ten new skills for teaching]. Grao.
  • Rebolledo, T. (2015). La formación inicial del profesorado de Educación Primaria y Secundaria en Alemania, España, Finlandia, Francia y Reino Unido. Estudio Comparado [Initial teacher training for primary and secondary education in Germany, Spain, Finland, France and United Kingdom. Comparative study]. Revista Española de Educación Comparada, 25, 129-148. http://doi.org/10.5944/reec.25.2015.14787.
  • Repinc, B. (2001). Podružnične šole in šolska svetovalna služba [Branch schools and school counselling service]. Didakta, 11, 7-12.
  • Ronksley-Pavia, M., Barton, G. M., & Pendergast, D., (2019). Multiage education: An exploration of advantages and disadvantages through a systematic review of the literature. Australian Journal of Teacher Education, 44(5), 23-41. https://doi.org/10.14221/ajte.2018v44n5.2
  • Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1-10. https://doi.org/10.1016/j.tate.2011.08.008.
  • Ruiz, N., & Ruiz, J. R. (2017). Colegios rurales agrupados y formación universitaria. Profesorado. Revista de Currículum y Formación de Profesorado, 21(4), 215-240. https://recyt.fecyt.es/index.php/profesorado/article/view/62502.
  • Santamaría, R. (2018). La Inspección ante la brecha educativa rural-urbano en España [The inspection of the rural-urban educational gap in Spain]. Avances en Supervisión Educativa, (3). https://doi.org/10.23824/ase.v0i30.634
  • Smit, R., Hyry-Beihammer, E. K., & Raggl, A. (2015). Teaching and learning in small, rural schools in four European countries: Introduction and synthesis of mixed-/multi-age approaches. International Journal of Educational Research, 74, 97-103. http://dx.doi.org/10.1016/j.ijer.2015.04.007
  • Sveršina, M. (2012). Podružnične šole in kombinirani oddelki [Combined branch schools and departments]. Educa, 21 (5/6), 41-48.
  • Tahull, J., & Montero, I. (2018). Reflexiones sobre la escuela rural. Un modelo educativo de éxito [Reflections on the rural school. A successful educational model]. Tendencias pedagógicas, 32, 161-176. http://dx.doi.org/10.15366/tp2018.32.012.
  • Taole, M. J., & Cornish, L. (2017). Identifying the professional knowledge base for multi-grade teaching. Gender and Behaviour, 15(4), 10419-10434. https://www.tojned.net/journals/tojned/articles/v07i04/v07i04-05.pdf
  • Tang, S. Y., Wong, A. K., & Cheng, M. M. (2016). Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354. https://doi.org/10.1016/j.tate.2016.09.001.
  • United Nations Educational, Scientific, and Cultural Organization (2015). Education for All 2000-2015: achievements and challenges; EFA global monitoring report, 2015. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000232435
  • Veenman, S. (1995). Cognitive and noncognitive effects of Multigrade and multiage classes: A best-evidence synthesis. Review of Educational Research, 65 (4), 319-381. https://doi.org/10.3102/00346543065004319.
  • Vincent, S. (1999). The Multigrade Classroom; A Resource for Small Rural Schools. Portland, OR: Northwest Regional Educational Laboratory. https://files.eric.ed.gov/fulltext/ED448980.pdf
  • Zgaga, P., & Miklavič, K. (2011). Reforming Higher Education in “transition.” European Education, 43(3), 13–25. https://doi.org/10.2753/EUE1056-4934430301
Fuente de los datos: Dialnet