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Education Sciences
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Innovative Approaches in Primary School for the Training of School...
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Innovative Approaches in Primary School for the Training of School Teachers

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (30 September 2024) | Viewed by 8255

Special Issue Editor

Dr. Sergio Miranda

E-Mail Website
Guest Editor
Department of Human, Philosophical and Education Sciences, University of Salerno, Via Giovanni Paolo II, 132, 84084 Fisciano, SA, Italy
Interests: e-learning technologies; artificial intelligence; e-learning software development

Special Issue Information

Dear Colleagues,

The regular education and training approaches are continuously changing all over the World. A first need analysis carried out at the end of 2022 made among the schoolteachers, shows that they are in need of getting advanced training on the technical, social and emotional development of skills along with digital teaching techniques. Teachers with high social and emotional skills and equipped with digital components are more likely to be able to raise the students both socially, emotionally and digitally. Those findings require a transformation in learning and teaching processes in online classes. As the development of soft and digital skills interrelate with social and emotional learning, it is pretty crucial to upskill sets of cognitive, affective, and behavioural competencies as well as digital ones so that they can adapt to the rapid transformations which are essential in the 21st century. This journal aims to collect and present research, experiences and initiatives aiming at improving the competences of primary school teachers by means of approaches, methodologies and other techniques in effective classroom management, interpersonal communication processes, developing empathy and behaviour among students, how to use online methods, all with the aim of raising students' learning capabilities in educational attainment in primary schools.

Dr. Sergio Miranda
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • innovative approaches
  • training of school teachers
  • primary school

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Published Papers (4 papers)

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Research

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20 pages, 15781 KiB  
Article
School Dropout in Italy: A Secondary Analysis on Statistical Sources Starting from Primary School
by Rosa Vegliante, Alfonso Pellecchia, Sergio Miranda and Antonio Marzano
Educ. Sci. 2024, 14(11), 1222; https://doi.org/10.3390/educsci14111222 - 7 Nov 2024
Viewed by 2061
Abstract
This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is [...] Read more.
This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is to highlight any territorial differences in the phenomenon at the European, national, and local level. The data were collected from reliable sources (Eurostat, National Institute of Statistics, Ministry of Education and Merit, Regional School Office of Campania) and are updated to the latest year available. In line with the goals of PRIN, the aim was to photograph the national situation starting from the results of the INVALSI tests recorded in primary and lower secondary schools. The results of the analysis show that the levels of school dropout in Italy are among the highest in EU countries and, within our country, the well-known gap between the North and South remains, with the latter in a worse position. An econometric model is presented that demonstrates a cause–effect relationship that goes from the results of the primary cycle to those of the secondary cycle. This outcome attests to the importance of strengthening and increasing the skills necessary to prevent the possible conditions of school dropout starting from primary school. Full article
(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)
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19 pages, 2926 KiB  
Article
A Qualitative-Content-Analytical Approach to the Quality of Primary Students’ Questions: Testing a Competence Level Model and Exploring Selected Influencing Factors
by Yannick Schilling, Leonie Hillebrand and Miriam Kuckuck
Educ. Sci. 2024, 14(9), 1003; https://doi.org/10.3390/educsci14091003 - 12 Sep 2024
Cited by 1 | Viewed by 1105
Abstract
There is a consensus on the importance of students’ questions in educational contexts due to diverse potentials to promote learning. Engaging with students’ questions in primary school is highly relevant as it fosters critical thinking skills, encourages curiosity, and cultivates a deeper understanding [...] Read more.
There is a consensus on the importance of students’ questions in educational contexts due to diverse potentials to promote learning. Engaging with students’ questions in primary school is highly relevant as it fosters critical thinking skills, encourages curiosity, and cultivates a deeper understanding of subject matter. At the same time, research findings agree that students’ questions about the subject matter are rare. Research on the quality of students’ questions in the classroom mostly focuses on secondary or higher education. However, when it comes to the quality of students’ questions in primary schools, there is a research gap, although it is possible to use questions in primary school lessons to improve learning processes. Against this background, the present study takes up a competence level model for assessing the quality of students’ questions in General Studies and evaluates its use in a qualitative–explorative setting on the questions from a non-probabilistic random sample (n = 477). The results of the analysis are further used to look for indications of the influences of the grade level and the subject matter on competence levels. Further, they also allow conclusions to be drawn for primary school teacher education. The competence level model in modified form turns out to be a reliable instrument for assessing the competence levels of questions. In addition, a weak positive correlation was found between the level of competence levels and the students’ grade level. The conclusion is that there is a need for tailored support across different grade levels. The detected lack of consistent connection with the subject matter highlights the importance of diverse instructional approaches. Full article
(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)
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15 pages, 659 KiB  
Article
Is Reality in Conflict with Perception? The Impact of Technology-Enhanced Active Learning and Formative Assessment on the Formation of Pre-Service Teachers in the Social Sciences
by Sergio Tirado-Olivares, Ramón Cózar-Gutiérrez, Rebeca García-Olivares and José Antonio González-Calero
Educ. Sci. 2023, 13(11), 1126; https://doi.org/10.3390/educsci13111126 - 12 Nov 2023
Viewed by 2383
Abstract
Active learning environments mediated by technologies in which learners assume ownership of their learning and receive daily feedback are gaining in popularity. Nevertheless, variables such as pre-service teachers’ learning gains and their perception towards these educational approaches have been little studied in the [...] Read more.
Active learning environments mediated by technologies in which learners assume ownership of their learning and receive daily feedback are gaining in popularity. Nevertheless, variables such as pre-service teachers’ learning gains and their perception towards these educational approaches have been little studied in the field of social science teaching. This quantitative study analyses to what extent (if any) an active methodology such as inquiry-based learning (IBL) supported by a Learning Analytics (LA)-based formative assessment process impacts on the academic achievement attained by 240 prospective teachers and their perception of the quality of the teaching–learning process compared to lecture-based teaching. Results show higher pre-service teachers’ performance in those lessons in which IBL supported by LA were used. However, the class dynamic and the lecturer’s role were rated lower by prospective teachers who used this methodology compared to those who attended lecture-based teaching classes. Results evidence that educational research should not only pay attention to the academic benefits of active methodologies, but also to the necessity of educating (future) teachers about these innovative approaches. Full article
(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)
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Other

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24 pages, 978 KiB  
Systematic Review
The Role of Active Breaks and Curriculum-Based Active Breaks in Enhancing Executive Functions and Math Performance, and in Reducing Math Anxiety in Primary School Children: A Systematic Review
by Rosa Bellacicco, Francesca Capone, Clarissa Sorrentino and Valeria Di Martino
Educ. Sci. 2025, 15(1), 47; https://doi.org/10.3390/educsci15010047 - 6 Jan 2025
Viewed by 1655
Abstract
Physical activity is recognized as crucial for children’s development in many aspects. However, its integration into the classroom remains a challenge, particularly in STEM subjects, despite this area being a central component of school curricula worldwide. This systematic review investigates the characteristics and [...] Read more.
Physical activity is recognized as crucial for children’s development in many aspects. However, its integration into the classroom remains a challenge, particularly in STEM subjects, despite this area being a central component of school curricula worldwide. This systematic review investigates the characteristics and the relationships between active breaks (AB) and curriculum-based active breaks (CB) interventions on executive functions, attention, on-task behavior, performance in STEM, and math anxiety in primary school children. A database search, following the PRISMA 2020 guidelines, was conducted in March 2024, identifying 19 eligible studies for descriptive analysis and assessed for risk of bias. A total of 13 studies focused on AB, four on CB, and two compared the two conditions. Only one paper considered math anxiety. The results revealed mixed effects on executive functions and attention, with some studies reporting improvements and others finding no significant changes. Math performance improved with both AB and CB interventions, especially when AB lasted 10 to 20 min. Most interventions were led by teachers, though few studies incorporated intervention fidelity. Overall, the inconsistent findings highlight the need for further research to determine the optimal characteristics for effective interventions and reliable assessment methods and to explore long-term effects and the appropriate level of teacher involvement. Full article
(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)
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