Estudiantes del grado de Educación Primaria de dos universidades europeas: una evaluación basada en la competencia del rendimiento en escuelas multigrado. Estudio comparativo entre España y Eslovenia
DOI:
https://doi.org/10.5944/reec.40.2022.28746Palavras-chave:
Competencies, Teaching, Multigrade, Teachers Training, Comparative Education / Competencias, Enseñanza, Multigrado, Formación de Profesores, Educación Comparada.Entidades:
This work was supported by a grant–in-aid awarded by the Vicerrectorate of Innovation and Research of the Camilo José Cela University within the framework of the predoctoral research financing programme 2019-2021(Researcher mobility for teachers out).Resumo
El éxito de la enseñanza en contextos multigrado exige que los maestros tengan los conocimientos y aptitudes necesarias para mejorar las posibilidades pedagógicas de estos contextos. Este estudio cuantitativo, descriptivo y no experimental explora en qué medida los estudiantes del Grado de Educación Primaria de dos universidades europeas, una en España y otra en Eslovenia, se sienten preparados para enseñar en una escuela multigrado, basándose en la formación que han recibido. Los resultados muestran relación entre el nivel de confianza que los estudiantes tienen en la formación recibida para el desempeño en multigrado y diferencias en los niveles de confianza adquiridos en cada una de las competencias evaluadas. Las conclusiones destacan la necesidad de desarrollar experiencias de formación universitaria que contribuyan al desarrollo de las competencias docentes multigrado requeridas.
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