Rosa Martín del Pozo

The Conceptions of In-Service and Prospective Primary School Teachers About the Teaching and Learning of Science.

A study was performed to describe and analyze the conceptions about teaching and learning science held by different samples of teachers in Spain. The responses of 265 teachers (107 prospective teachers and 158 active teachers) to items from the Inventory of Scientific and Pedagogical Beliefs (Porlán, 1989) were subjected to multifactorial analysis. The results showed various tendencies in how the teaching/learning process is viewed, ranging from a predominant view based on the transmission-reception of knowledge to a minority constructivist view. There was a greater diversity of viewpoints among the in-service teachers than among the prospective teachers. In both samples, the most representative tendency was learning as appropriation of meanings, followed by a technical view of teaching among the prospective teachers and a more traditional view among the in-service teachers. Finally, some implications for teacher education are discussed.

Prospective teachers' ideas about the relationships between concepts describing the composition of matter

This paper analyses the relationships between concepts describing the composition of matter (substance, element, compound, mixture, atom and molecule) that were proposed by a sample of prospective primary education teachers in a conceptual map. Content analysis and cluster analysis showed there to be up to 21 different relationships and four equally representative categories: (a) correct macroscopic and microscopic relationships, but with the association of element-atom; (b) correct macroscopic relationships, but without including the concept of mixture and with the associations element-atom and compound-molecule; (c) other particular relationships; and lastly (d) no knowledge of any relationship between these concepts. Finally, the activities that are used with the prospective teachers, concerning the relationships between these basic concepts, are described.This paper analyses the relationships between concepts describing the composition of matter (substance, element, compound, mixture, atom and molecule) that were proposed by a sample of prospective primary education teachers in a conceptual map. Content analysis and cluster analysis showed there to be up to 21 different relationships and four equally representative categories: (a) correct macroscopic and microscopic relationships, but with the association of element-atom; (b) correct macroscopic relationships, but without including the concept of mixture and with the associations element-atom and compound-molecule; (c) other particular relationships; and lastly (d) no knowledge of any relationship between these concepts. Finally, the activities that are used with the prospective teachers, concerning the relationships between these basic concepts, are described.

Conceptions of school-based teacher educators concerning ongoing teacher education ☆

Abstract In this work we describe and analyze the conceptions of 28 teacher educators on the principles, contents, methods, and evaluation of ongoing teacher education, taking the model of teacher-researcher as the theoretical referent. The data obtained with an Inventory of Beliefs on Teacher Education were submitted to classical statistical and to multifactorial analyses. The statistical analysis showed that most of the subjects agree that ongoing teacher education has to be developed around problems of professional practice and in contexts of curricular innovation, and disagree with a technical model of this education developed around academic disciplines. The multifactorial analysis identified four factors which together account for more than 50% of the variance, and which generally reaffirm these tendencies.

The Progression of Prospective Teachers’ Conceptions of School Science Content

The purpose of the present work is to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy. The participants’ written output was analyzed in various categories—selection of content, types of content and their relationships, levels of complexity, and presentation of content to pupils. There was evidence for some progress in their conceptions of the content from a traditional view to another that we termed intermediate since it did not reach the vision that we consider to be the most complex. Finally, we present a General Itinerary of Progression on school content that could serve as a referent for initial teacher education.

SPANISH PROSPECTIVE TEACHERS’ INITIAL IDEAS ABOUT TEACHING CHEMICAL CHANGE

We describe and analyse the initial ideas of a sample of 24 Spanish prospective teachers about teaching the concept of chemical change to 13-14 year old pupils. The participants, working in groups, elaborated proposals to teach this concept. A content analysis of these proposals showed that: a) a great part of the content was organized in a linear sequence; b) within a diversity of methods there predominated closed sequences of laboratory observation activities aimed at allowing the pupils to infer the concepts for themselves, but without taking their pre-existing conceptions on chemical change into account; and c) evaluation was seen as a check that the pupils had acquired the knowledge that the teacher had established beforehand. Finally, we discuss some of the implications of the conceptions detected for initial teacher education. [Chem. Educ. Res. Pract. Eur.: 2001, 2, 265-283]

Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments

In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out which teaching competences teachers consider are most necessary to facilitate learning of student key competences. Therefore, we conducted a study with a sample of 286 in-service primary education teachers, using a questionnaire specifically prepared for this purpose. A descriptive and factorial statistical analysis of the resulting data was then performed. The results show that teachers place the highest value on the educational capability to promote student motivation, effort and responsibility in the development of key competences. Also they consider the competence to teach a foreign language as the least necessary. A cross-functional approach, running parallel to the integrating nature of key competences in the school curriculum, was not identified for teaching competences. Finally, certain implications are presented derived from the study.In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out which teaching competences teachers consider are most necessary to facilitate learning of student key competences. Therefore, we conducted a study with a sample of 286 in-service primary education teachers, using a questionnaire specifically prepared for this purpose. A descriptive and factorial statistical analysis of the resulting data was then performed. The results show that teachers place the highest value on the educational capability to promote student motivation, effort and responsibility in the development of key competences. Also they consider the competence to teach a foreign language as the least necessary. A cross-functional approach, running parallel to the integrating nature of key competences in the school curriculum, was not identified for teaching competences. Finally, certain implications are presented derived from the study.

Tendencias metodológicas en los docentes universitarios que forman al profesorado de primaria y secundaria

* This article is the result in part of the GR / 35/10-B project developed by Group for Interdisciplinary Research on Teachers’ Professional Skills UCM (Ref. 940562) and financed by Banco Santander and the Universidad Complutense de Madrid. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master’s in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.In Spain, the Espacio Europeo de Educacion Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the masters in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.

TENDÊNCIAS METODOLÓGICAS DE PROFESSORES UNIVERSITÁRIOS QUE FORMAM DOCENTES DO ENSINO PRIMÁRIO E SECUNDÁRIO

* This article is the result in part of the GR / 35/10-B project developed by Group for Interdisciplinary Research on Teachers’ Professional Skills UCM (Ref. 940562) and financed by Banco Santander and the Universidad Complutense de Madrid. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master’s in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.In Spain, the Espacio Europeo de Educacion Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the masters in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.

Methodological trends in teachers who train primary and secondary teachers

* This article is the result in part of the GR / 35/10-B project developed by Group for Interdisciplinary Research on Teachers’ Professional Skills UCM (Ref. 940562) and financed by Banco Santander and the Universidad Complutense de Madrid. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master’s in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.In Spain, the Espacio Europeo de Educacion Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the masters in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.