Innovative Tools In The Initial Teacher Training Of Teachers Of Primary Education
Author(s):
Lina Higueras- Rodríguez (presenting / submitting)
Conference:
ECER 2017
Network:
Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES G 13, Primary Education and Teaching

Paper Session

Time:
2017-08-22
09:00-10:30
Room:
W4.20
Chair:
Annett Adler

Contribution

The rapid changes occurring in the information society and the current profiles of the students we teach require new pedagogical models that can help to improve learning. In this sense, pre-service teacher training plays an important role, and it must take into account the necessary cognoscitive, procedural, and attitudinal dimensions (Mendívil Trellez, 2009) in order for it to be complete.

Any educational change should be linked to improving the training of teachers at all levels. The teacher is the one who must carry out these changes, because there is no educational reform without the transformation in the training of teachers (González & Barba, 2014). Starting from this reflection it becomes clear the need to worry and to take care of the initial teacher training to obtain a school adapted to the needs of society and students.

When we talk about pedagogical innovations and educational policies, we can not ignore the problems of teachers and the quality of their education (Egido, López-Martín, Manso & Valle, 2014). The tasks performed by teachers go beyond their own within the classroom, as they include other educational tasks such as interviews with families, extracurricular activities, participation in educational programs, etc. (González & Barba, 2014).

Teachers are the mainstay of quality education and their training must respond to social demands and needs (Murillo, 2016). For this reason, the profile of the teacher should be that of a trained person, who combines specific and didactic knowledge, who is able to use resources to transform those knowledge into elements of learning, that has a social conscience to educate citizens in democratic values Critics, who know how to incorporate the environment as an active part of the educational territory and that has an affective capacity (Fernández, Palacios & Gutiérrez, 2016). The quality of our educational system is directly related to the initial and permanent formation of the teaching groups that carry out their functions in the same (De Medrano & Vaillant, 2009). Since the last educational reforms (LOGSE, LOCE, LOE, LOMCE, & in  Andalusia, LEA) the conception of primary education has varied considerably, making it necessary today, more than ever, that the teaching sector has the possibility of access to an adjusted training that allows him to face, with guarantees of success, the new challenges and problems raised in the classroom (Negrín, 2015). This means designing a training, both initial and continuous, in accordance with the new educational approaches of the stage, updated and of quality.

In this research, we consider the relevance of initial teacher training so that there is a quality in the students' learning processes. Thus, this study has as main purpose to contribute to the improvement of the initial training of teachers of the Primary Education  stage in the Spanish context, based on the knowledge derived from the professionals in exercise of this educational stage, as well as formative experiences And future teachers.

The objectives of this research are:

  • Analyze teaching and training experiences that contemplate the use of playful and didactic strategies that help facilitate learning.
  • To ascertain the situation experienced by teachers regarding the use of innovative tools as a didactic resource in their classroom practice, deriving influential aspects in their application and development.
  • Evaluate the training received by teachers (future and in-service) regarding the use of innovative and recreational tools as a didactic resource.

Method

This study is framed in the interpretive-critical research paradigm. This study’s approach will allow us to understand and interpret the phenomenon under study, based on the systematic and detailed information obtained. In addition, we analyse the social transformations that can occur through didactic tools, and we try to provide answers to the difficulties they may encounter (Creswell, 2008; Guba, 1990). The data collection instruments used are the following: • Virtual documents (social networks, webs, digital resources, etc.). • Institutional and technical documents: training plans, courses and programs (e.g., Ruíz & Ispizua, 1989; Valles, 2009). • Direct interviews (Kvale, 2011) of practicing teachers and students in the Elementary Education Bachelor’s Degree program. • Discussion groups (with teachers integrated in learning communities). We obtain information through the different ways: a) formative experiences (courses, social networks, etc. in different formats ( documents); b) teachers in exercise in the development of his teaching practice, c)future teachers from incidents experienced in the process of their initial training. The sampling procedure used will be of a qualitative nature (highlighted and convenience case). The data analysis procedure will be carried out through a content analysis (Huberman & Miles, 1994; Flick, 2011), by means of a process of inductive-deductive coding of the instruments. We use the NVivo analytic software to analyse the information. Along general lines, the research process is developed in the following phases: 1. In the first phase, the content of the training programs is analysed at a technical and institutional level, as well as at a virtual one, to extract their characteristics and essential elements. This information is used for the construction of data collection instruments (interview and discussion groups) 2. In the second phase, interviews and discussion groups are conducted with the subjects participating in the study (practicing teachers and future teachers). 3. In the third phase, a vertical content analysis will be carried out of the documents (both institutional and technical, as well as virtual) and interviews. In addition, a horizontal content analysis of the interviews will be performed. 4. Finally, with all the information obtained in the previous phases, a transversal analysis will be carried out of the institutional, technical and virtual documents, interviews, and discussion groups, through a sequential triangulation process.

Expected Outcomes

Firstly, we intend to know the valuation and use of innovative tools in school classrooms. For this, we start from the following assumptions: • We understand that the ludic methodology, used as a didactic resource, becomes an element that facilitates learning and, therefore, will be a reason for reflection and treatment by teachers in the communication they make through social networks. • The need for teachers to train in a new curricular model that, among other things, leaves important decisions in the hands of the curriculum in its educational center makes it necessary to prepare teachers in the use of active teaching methods, To work with groups of students in the classroom and to link the curricular contents with their life experiences and interests. In this sense, the study of the evolution of the evaluation carried out by teachers will help us to understand if teachers consider their initial training useful in order to check if an integral training of the future teacher is fulfilled. This is done through: • Investigative and innovative training: Most programs emphasize research training, which in some cases translates into several research methodology subjects. • Training in disciplines: There already emerges in all programs a disciplinary training in areas. • Practical training for those who contact with the educational realities will enable both their training and their reflection. With the present research, it is expected to know in a broader way the use of innovative and recreational tools within the initial training of teachers, in addition to the opinions and experiences that the subjects offer us to be able to improve and be able to go future research linked To the subject of study. This research hopes to transform the vision of teachers and researchers in relation to the subject of study and to be able to contribute to the scientific community possible lines of study.

References

Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications De Medrano, C. & Vaillant, D. (coords.) (2009) Aprendizaje y desarrollo profesional docente. Santillana: Madrid Egido, I., López- Martín, E., Manso, J. & Valle, J.M. (2014). Factores determinantes de la auto-eficacia docente en los países de la UE. Informe TALIS 2013. Recuperado de: http://www.mecd.gob.es/dctm/inee/internacional/talis2013/talis2013rev.web1-9secundario.pdf?documentId=0901e72b81a6df4b Fernández, R. G., Palacios, S. G., & Gutiérrez, V. J. O. (2016). Importancia de la dimensión formativa de los líderes pedagógicos. Revista Iberoamericana de educación, (70), 131-144. Flick, U. (2011). Introducing Research Methodology: A Beginner's Guide to Doing a Research Project. Thousand Oaks, Ca.; Nueva Delhi; Londres: Sage Publishers. González Calvo, G. & J. J. Barba (2014): Formación permanente y desarrollo de la identidad reflexiva del profesorado desde las perspectivas grupal e individual. Profesorado Revista de currículum y formación del profesorado, 18 (1), pp. 398-412. Guba, E. (1990) The paradigm Dialog. London: SAGE Huberman, M.A., & Miles, M.B. (1994). Data management and analysis methods. En Denzin N.K. y Lincoln Y.S. (Eds), Handbook of Qualitative Research (pp. 428-444). London/New Delhi: SAGE Publications Kvale, S. (2011). Las entrevistas en investigación cualitativa. Madrid: Morata. Ley 17/2007, de 10 de diciembre, de Educación de Andalucía. Recuperado de: http://www.juntadeandalucia.es/educacion/portals/web/ced Ley Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo. Recuperado de: http://www.boe.es/buscar/doc.php?id=BOE-A-1990-24172 Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación. Recuperado de: https://www.boe.es/buscar/doc.php?id=BOE-A-2002-25037 Ley Orgánica 2/2006, de 3 de mayo, de Educación (Texto consolidado). REcuperado de: http://www.adideandalucia.es/normas/leyes/LeyOrganica_2_2006TextoConsolidadoLomce.pdf Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, 10 de Diciembre de 2013. Recuperado de: http://www.adideandalucia.es/normas/leyes/LeyOrganica8_2013MejoraCalidadEducativa.pdf Mendívil Trellez, L. (2009) Razones para jugar: hacia la comprensión del rol del juego en el proceso de formación de docentes de educación inicial. Revista de Educación, 8 (35), 7-21 Murillo, P. E. (2016). Los procesos de cambio y las preocupaciones del profesorado. análisis de un caso. Revista Fuentes, (2). Negrín, M. E. D. (2015). la formación permanente del profesorado: análisis y sentido. The permanent teacher training: analysis and sense. El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación, 23, 53-62. Ruíz, J.I. & Ispizua, M. A. (1989). La decodificación de la vida cotidiana: métodos de la investigación cualitativa. Universidad de Deusto: Bilbao. Valles, M. (2009). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Síntesis: Madrid.

Author Information

Lina Higueras- Rodríguez (presenting / submitting)
University of Granada
Granada

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