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

Autores/as

DOI:

https://doi.org/10.5944/reec.40.2022.28746

Palabras clave:

Competencias, enseñanza, multigrado, formación de profesores, educación comparada.

Resumen

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.

 

 

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Biografía del autor/a

Montserrat Magro Gutiérrez, Camilo Jose Cela University

Estudiante de doctorado en Ciencias de la Educación de la Universidad Camilo José Cela. Miembro del Think Than “EduSoC: Educación, Sociedad y Cultura” de la Universidad Complutense de Madrid, España; y Secretaria Editorial de la Revista Estilos de Aprendizaje (ISSN: 1988-8996/2332-8533). Experta en educación de la primera infancia; formación del profesorado; educación multigrado; políticas de educación inclusiva para países en desarrollo; investigación comparada y diseño curricular.

Vlasta Hus, Universidad de Maribor

Profesor de tiempo completo en el Departamento de Educación Primaria de la Facultad de Educación de la Universidad de Maribor. Miembro del Think Than “EduSoC: Educación, Sociedad y Cultura” de la Universidad Complutense de Madrid, España. Experiencia en Didáctica de los Estudios de Educación Ambiental; Estudios sociales tempranos; Educación al aire libre; Cambios curriculares de Medio Ambiente; así como en materias de estudios sociales.

Polona Jančič Hegediš, University de Maribor

Asistente de Magisterio en el Departamento de Educación Primaria de la Facultad de Educación de la Universidad de Maribor. Experto en el manejo del enfoque constructivista de la enseñanza y el aprendizaje en la Educación Primaria, así como el aprendizaje experiencial como estrategia didáctica en la enseñanza de las Ciencias Sociales.  

 

Silvia Carrascal Domínguez, Universidad Complutense de Madrid

Doctora en Bellas Artes por la Universidad Complutense de Madrid. Directora del Think Than “EduSoC: Educación, Sociedad y Cultura” de la Universidad Complutense de Madrid; miembro del Grupo de Investigación en Historia reciente (GIHRE) de la Universidad de Navarra; así como del Grupo de Investigación de Culturas, Religiones y Derechos Humanos (CRDH) de UNIR. Directora de la Revista Científica Estilos de Aprendizaje (ISSN: 1988-8996/2332-8533). Profesor de tiempo completo en el Departamento de Educación Primaria en la Facultad de Educación de la Universidad Complutense de Madrid. Experto en desarrollo académico y profesional en torno al liderazgo educativo; Desarrollo gerencial; Espacios de aprendizaje; VAPOR; Experiencia en docencia e investigación; Enseñanza y aprendizaje a través de metodologías activas; formación de profesores y dirección de políticas en educación superior.

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Publicado

2021-12-23

Cómo citar

Magro Gutiérrez, M., Hus, V., Jančič Hegediš, P., & Carrascal Domínguez, S. (2021). Students of Primary Education Degree from two European universities: a competency-based assessment of performance in multigrade schools. Comparative study between Spain and Slovenia. Revista Española De Educación Comparada, (40), 162–189. https://doi.org/10.5944/reec.40.2022.28746