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

    Universidad Camilo José Cela

    Villanueva de la Cañada, España


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

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista española de educación comparada

ISSN: 1137-8654

Datum der Publikation: 2022

Titel der Ausgabe: Creatividad, curiosidad y pensamiento innovador en Educación Comparada en relación a las nuevas normas del siglo XXI

Nummer: 40

Seiten: 162-189

Art: Artikel

Andere Publikationen in: Revista española de educación comparada


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.

Informationen zur Finanzierung

**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).

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