Students of Primary Education Degree from two European universities: a competency-based assessment of performance in multigrade schools. Comparative study between Spain and Slovenia
DOI:
https://doi.org/10.5944/reec.40.2022.28746Palabras clave:
Competencias, enseñanza, multigrado, formación de profesores, educación comparada.Agencias Financiadoras:
Este trabajo ha sido apoyado por una beca concedida por el Vicerrectorado de Innovación e Investigación de la Universidad Camilo José Cela en el marco del programa de financiación de investigación predoctoral 2019-2021(Movilidad de investigadores, UCJC)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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