Browsing by Subject "Teaching approaches"

Now showing 1 - 4 of 4
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    Approaches to History teaching according to a structural equation model
    (Frontiers Media, 2022-01-25) Guerrero Romera, Catalina; Sánchez Ibáñez, Raquel; Miralles Martínez, Pedro; Didáctica de las Ciencias Matemáticas y Sociales; Facultades de la UMU::Facultad de Educación
    Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a series of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The purpose of this article is to analyse the validity of a questionnaire designed to identify the perceptions of in-service teachers regarding the teaching approaches they believe to be most appropriate for teaching history in primary and secondary/baccalaureate education in Spain. The research methodology employed was quantitative with a nonexperimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 332 active teachers who teach history in primary and secondary/baccalaureate education in Spain. For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three teaching approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking. These results have important implications for the initial and on-going training of teachers, especially in terms of content.
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    Impact of a Spanish Higher Education teacher development programme on approaches to teaching. Psychometric properties of the S-ATI-20 scale
    (Universidad Nacional de Educación a Distancia (UNED), 2021) González Gerardo, José L.; Monroy Hernández, Fuensanta; Rincón Igea, Benito del; Métodos de Investigación y Diagnóstico en Educación
    The quality of teacher training at universities has been a never-ending debate among authorities and academics because of its impact on student learning. Learning to teach at the Higher Education level is not a straightforward path, and there are often few opportunities to learn how to teach at this level prior to taking on a teaching position. Universities should monitor the extent to which teachers accomplish their teaching duties and endeavour to improve their teaching skills and aptitudes, as well as their attitudes towards and commitment to students. Following the Students’ Approaches to Learning (SAL) line of research, this study addressed teacher training by analyzing the impact of a brief teaching development programme on teachers’ approaches to teaching using a Spanish 20-item questionnaire (S-ATI-20), which is an updated and validated version of the Approaches to Teaching Inventory (ATI), and qualitative data. A pre-experimental design (pretest-posttest) with no control group was used. Data from 85 teachers were collected during three consecutive academic years: 2014-2015 (n = 48), 2015-2016 (n = 22) and 2016-2017 (n = 15). Findings showed that short development programmes can have a positive effect on teaching approaches; in addition, results supported a two-factor structure of the S-ATI-20, which implies that teachers may be Conceptual Change/Student-Focused (CCSF) or Information Transmission/Teacher-Focused (ITTF) while teaching. Finally, the theoretical discussion of the impact on teaching approaches gives us ground to (re)think the relation between different ways of handling teaching duties: Are approaches really on a bipolar continuum? Shall we think of approaches in terms of a matrioshka model? --------------------
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    Percepciones del profesorado de primaria y secundaria sobre la enseñanza de la historia
    (2020) Sánchez Ibáñez, Raquel; Campillo Ferrer, José María; Guerrero Romera, Catalina
    Los estudios centrados en el diagnóstico de las formas de enseñanza de las ciencias sociales constituyen una línea de investigación relevante en el campo de las didácticas específicas. Su importancia radica en la necesidad de conocer cómo se enseñan disciplinas como la historia, la geografía y la historia del arte para detectar las carencias y mejorar la formación del profesorado. Por esta razón, el objetivo principal de este trabajo es conocer cómo perciben los profesores la forma en la que enseñan historia al alumnado. La metodología de investigación es de carácter cuantitativo con un diseño no experimental realizado a partir de un cuestionario con escala tipo Likert. Los análisis realizados son de tipo estadístico descriptivo e inferencial. La muestra no probabilística está formada por 332 docentes que enseñan Ciencias Sociales en las etapas de Educación Primaria y de Educación Secundaria Obligatoria en España. Los resultados indican que los métodos y estrategias didácticas más centradas en el alumnado son mejor valoradas por el profesorado, así como una enseñanza que fomenta el desarrollo del pensamiento crítico. Se concluye que, desde la óptica del profesorado, va dejándose atrás una metodología tradicional debido a una mejora en su formación académica inicial y continua
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    Teaching approaches and profile analysis: an exploratory study with trainee History teachers
    (SAGE Publications, 2022-01) Gómez Carrasco, Cosme Jesús; Rodríguez Medina, Jairo; Chaparro Sainz, Álvaro; Monteagudo Fernández, José; Didáctica de las Ciencias Matemáticas y Sociales
    The objective of this study is to analyze the teaching approaches of trainee history teachers in Spain. A non-experimental quantitative design was employed with data being gathered via a questionnaire with a Likert-type scale (1–5). Six hundred forty-six students of master’s degrees in geography and history teacher training from 22 different universities took part in the study, of whom 358 were men (55.41%) and 280 women (43.34%). The analytical process was performed in four phases. In the first of them, the reliability of the measures was estimated (internal consistency, reliability of the individual indicators, and reliability of the construct). In the second phase, an exploratory factor analysis (EFA) was carried out on the matrix of polychoric correlations between the items. In the third phase, evidence of convergent and discriminant validity was analyzed by way of a confirmatory factor analysis. In the fourth phase, a hierarchical cluster analysis was carried out in order to verify the presence of possible groups and, finally, to ascertain the differences between groups by way of an inferential analysis (ANOVA and Student’s t). No significant differences were detected in the scoring groups within the Conceptual Change/Student-Focused approach (CCSF subscale) according to the sex of the participants. However, there were significant differences in the Information Transmission Teacher-Focused approach (ITT subscale). A cluster analysis reveals significant differences with regard to the sex of future secondary education history teachers in Spain.