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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 21957

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Special Issue Editors

Dr. María José Hernández Serrano

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Guest Editor

Department of Theory and History of Education, University of Salamanca, Cáceres 10005, Spain
Interests: educational processes and practices; digital competences; social media uses and learning; brain-based research to educational contexts and virtual environments; teacher education; vocational training; internships

Prof. Dr. Laura Alonso Díaz

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Guest Editor

Theory and History of Education Area, Education Department, University of Extremadura, 10003 Cáceres, Spain
Interests: teacher education; information and communication technology; e-learning; lifelong learning; social education; vocational training; internships

Special Issue Information

Dear Colleagues,

The processes of teacher training practices and internships at schools involve an invaluable approach of students toward educational authenticity, agents, or teaching and assessment methods. These placements might determine their forthcoming expectations, self-efficacy, and their identity as teachers.

This Special Issue aims to attract a diverse group of scholars to present their research based on varied theoretical frameworks, broad methodological choices, and diverse national and international research comparisons. These multilevel perspectives could pave the way for the practicum reinforcement in teacher training along different higher education systems. Amid the pandemic, educational and training systems had to respond by using flexible and adaptive solutions during students’ internships. The situation created boundaries but also challenging opportunities and innovative blended learning solutions for mentors and students.

Contributions may include but are not limited to analyses of academic competences and non-academic capabilities gained through internships; students’ perceptions, visions, and meta-reflections on practical learnings; lessons learnt from the impact of COVID-19 and innovative digital solutions; analyses and comparisons of teacher preparation programs; trends and factors in building sustainable teacher capacity and professional identity; ethical and teaching responsibilities of pre-service educators; transference and assessment of learning in and from student teaching practice; and interdisciplinary experiences and innovative projects during internships.

Dr. María José Hernández Serrano
Prof. Dr. Laura Alonso Díaz
Guest Editors

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

teaching practice
practical emplacement
practicum
teaching competences
online teaching
teachers’ professional identity
higher education
pre-service teachers
COVID-19

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Published Papers (9 papers)

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Research

15 pages, 722 KiB

Open AccessArticle

How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum?

by Denise Depping, Timo Ehmke, Michael Besser and Dominik Leiß

Educ. Sci. 2024, 14(12), 1312; https://doi.org/10.3390/educsci14121312 - 29 Nov 2024

Viewed by 304

Abstract

The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic motivation, we examined effects from the fulfilment of basic psychological needs (needs for competence, autonomy and relatedness) during teaching practicums on changes in levels of perceived self-efficacy. A total of 103 German pre-service teachers enrolled in a Bachelor’s or Master’s Degree Program participated in this study at two times of measurement. The results reveal that the fulfilment of basic psychological needs and especially a sense of relatedness contributed positively to gains in self-efficacy. The findings are discussed with regard to the design of practicums in teacher training. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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15 pages, 249 KiB

Open AccessArticle

Navigating the Digital Transformation of Education: Insights from Collaborative Learning in an Erasmus+ Project

by Rachel Farrell, Marelle Rice and Declan Qualter

Educ. Sci. 2024, 14(9), 1023; https://doi.org/10.3390/educsci14091023 - 19 Sep 2024

Viewed by 1821

Abstract

Collaborative Opportunities for Professional Inquiry Leading to Organisational Transformation (COPILOT) represents an Erasmus+ initiative involving four transnational partners from three EU countries including IES Cristobal de Monroy secondary school [Spain], Laois Offaly Education Training Board (LOETB) [Ireland], University College Dublin (UCD) School of Education [Ireland], and Akadimos, a teacher continuing professional development provider [Greece]. The project encompassed three primary objectives, aligned with the Erasmus+ programmes’s emphasis on supporting teachers and school leaders to address digital transformation. These included the following: the identification of participatory approaches and digital methodologies employed by schools to facilitate digital transformation among educators; exploring and establishing dynamic professional environments in schools by identifying synergies with organisations operating in diverse fields or socio-economic contexts and enhancing the capacity and professionalism of partners to engage in EU/international collaboration. To investigate the outcomes of the project objectives, a small-scale qualitative study was conducted, which involved analysing participants’ reports on the project’s collaborative activities. Additionally, a focus group was held at the conclusion of the project to gain insights into the digital readiness, capacity, and resilience of teachers and school leaders within their respective organisations. Thematic analysis was employed to analyse the collected data. The findings of the study offer encouraging indications regarding the crucial symbiotic role played by school leaders and “early adopter” teachers in promoting digital transformation. Moreover, participating teachers displayed a general willingness to adapt their teaching methods to incorporate more technology, provided they receive both formal and informal support. Furthermore, there exists a willingness among transnational partners to digitise and share resources both at present and in the future. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

23 pages, 3230 KiB

Open AccessArticle

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

by Jaime Delgado-Iglesias, Javier Bobo-Pinilla, Roberto Reinoso-Tapia and María Victoria Vega-Agapito

Educ. Sci. 2024, 14(1), 96; https://doi.org/10.3390/educsci14010096 - 16 Jan 2024

Viewed by 1327

Abstract

The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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12 pages, 507 KiB

Open AccessArticle

Cooperative Teaching Practices: The Experience of Multicultural Coordination between Spain and Ecuador

by Noelia Morales Romo and Beatriz Morales Romo

Educ. Sci. 2023, 13(12), 1231; https://doi.org/10.3390/educsci13121231 - 12 Dec 2023

Cited by 1 | Viewed by 1182

Abstract

This study presents the results of an analysis of teaching practices within the Master’s Programme in Teacher Training and Development, a collaborative Master’s coordinated by the University of Salamanca (Spain) for the Ecuadorian Teacher’s professional development. The objective is to reflect upon and analyse the Practicum processes from the multicultural model based on cultural pluralism complemented with a socio-critical approach, paying special attention to the dimensions of cultural and educational diversity framed in cooperative processes. In addition to documentary analysis, two Delphi studies were conducted, one involving administrators of educational centres hosting student teachers, and the other involving personnel responsible for Practicum management. The findings emphasise the importance of cooperative and collaborative processes involving all professionals from both countries, for binational teaching practices to respond constructively to the educational challenges of cultural diversity arising from globalization. The evidence of the elements from the cultural pluralism model provides an excellent reference point for this. The educational challenges of diverse and multicultural societies require responses from a socio-critical approach that analyses reality from broad perspectives such as cultural pluralism that permeates educational interventions, including teaching practices. This is a multidimensional process that requires continuous communication and cooperation processes. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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15 pages, 1265 KiB

Open AccessArticle

Professional Ethos and Resilience in the Identity of Practicum Students during the Pandemic Context

by Daniel Caballero-Julia, Antonio Sanchez-Martin, María José Hernández-Serrano and Lucia Herrarte-Prieto

Educ. Sci. 2023, 13(12), 1207; https://doi.org/10.3390/educsci13121207 - 3 Dec 2023

Viewed by 1408

Abstract

Professional ethos encompasses individual factors such as attitudes and expectations, and commitment and responsibility, as well as other social factors related to collaboration or identification with role models. All of these factors are expressed in professional experiences and routines. Practicum experiences within teacher education programmes contribute to the initial expression and formation of students’ professional ethos. This study aims to analyse how the restrictions in the context of the COVID-19 pandemic affected the formation of future teachers’ professional ethos and their resilience skills. The study analyses the assessment discourse of the practicum during two academic years affected by the pandemic, involving a sample of n = 725 students. The Multivariate Analysis of Variance (MANOVA) Biplot and Reinert’s Alceste methods were employed to examine differences in the discourse based on gender and developmental changes over the two academic years. The results highlight the significant impact of limitations on routines as a determining factor. Additionally, both collaboration with professional tutors and innovation stood out as variables in the development of professional ethos. Gender differences revealed more negative expectations among female students, while, per year, there was a more positive evolution in learning expectations among male students. In conclusion, the practicum experiences during the pandemic-affected academic years facilitated the development of students’ professional ethos, emphasising resilient attitudes and solutions. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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13 pages, 909 KiB

Open AccessArticle

What Competencies and Capabilities Identify a Good Teacher? Design of an Instrument to Measure Preservice Teachers’ Perceptions

by Elena Martín-Pastor, Beatriz Sánchez-Barbero, Diego Corrochano and Alejandro Gómez-Gonçalves

Educ. Sci. 2023, 13(8), 789; https://doi.org/10.3390/educsci13080789 - 3 Aug 2023

Cited by 2 | Viewed by 1552

Abstract

Teachers should not only be regarded as professionals with a large amount of knowledge that they must transmit but are also expected to fulfil other functions and possess other qualities to overcome the teaching challenge. This paper is aimed at designing and validating an instrument to identify preservice teachers’ perceptions about the competencies and capabilities that a good teacher should have. The study sample is made up of 230 university students who are in their teaching training practises and internships in schools. According to the consulted literature, we elaborated a questionnaire composed of 23 items that are subdivided into four dimensions: personal qualities, training, pedagogical aptitude, and interaction. We analysed reliability (Cronbach’s alpha value was 0.924, and, by dimensions, all values were higher than 0.75; the Orion accuracy coefficients by dimensions were all higher than 0.88) and construct validity, obtaining a good quality of the items (with factor loadings above 0.50), after eliminating one of them. We also obtained a high correlation between dimensions; the lowest value is 0.87. We have therefore achieved a final instrument made up of 22 items that helps identify the set of qualities that a good teacher must have and can serve as a guide for the design and planning of their initial and ongoing training. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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18 pages, 1294 KiB

Open AccessArticle

Student Teachers’ Classroom Impact during Their Practicum in the Times of the Pandemic

by Laura Alonso-Díaz, Gemma Delicado-Puerto, Francisco Ramos and Cristina Manchado-Nieto

Educ. Sci. 2023, 13(3), 277; https://doi.org/10.3390/educsci13030277 - 4 Mar 2023

Cited by 3 | Viewed by 3230

Abstract

The COVID-19 pandemic impacted societal structures worldwide. In the educational realm, the forced closure, and subsequent reopening of school settings disrupted the personal and professional lives of administrators, teachers, parents, and students. Two groups of Spanish stakeholders affected by the return to face-to-face instruction during the pandemic were the University of Extremadura’s student teachers and their mentors during the practicum, as student teaching is known in Spain. This study investigated 28 student teachers’ and 26 mentors’ responses to a questionnaire enquiring on the main challenges resulting from the pandemic, as well as student teachers’ contributions to the classroom during this difficult time. Cualitative software was used to analyze participants’ responses allowed us to identify four main themes: attitudes; classroom management issues; adaptations and restrictions; and academic–experiential modifications. Overall, the findings revealed student teachers’ and mentors’ positive opinions about their joint work experience and about student teachers’ logistical and technological support. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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12 pages, 317 KiB

Open AccessArticle

Levels of Stress, Anxiety, and Depression in University Students from Spain and Costa Rica during Periods of Confinement and Virtual Learning

by José Gijón Puerta, María Carmen Galván Malagón, Meriem Khaled Gijón and Emilio Jesús Lizarte Simón

Educ. Sci. 2022, 12(10), 660; https://doi.org/10.3390/educsci12100660 - 28 Sep 2022

Cited by 9 | Viewed by 5999

Abstract

Mental health problems, specifically those related to stress, anxiety, and depression, have become more prevalent among college students compared to data available prior to the levels of the COVID-19 pandemic. Recent studies have shown that in different geographical areas, there is a high prevalence of depression and anxiety symptoms in university students compared to pre-pandemic levels. Thus, our objective was to establish self-perceived levels of stress, anxiety, and depression in university students earning an education degree at the University of Granada and the University of Costa Rica during periods of confinement and virtual learning associated with the COVID-19 pandemic. The final study sample consisted of 942 students from both universities. Two questionnaires were administered: The state trait anxiety inventory and the depression, anxiety, and stress scale 21. Descriptive analyses, mean comparisons, Pearson correlation coefficients, and multivariate regression were performed. Reliability was assessed using Cronbach’s alpha, and the effect size was analyzed using Cohen’s d. The results indicated that levels of depression, anxiety, and stress were mild or moderate despite the confinement and virtual learning associated with the COVID-19 pandemic. Women had higher levels of anxiety than men, and singles had higher levels of anxiety than individuals in other family situations. Younger individuals had higher levels of stress and anxiety. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

13 pages, 820 KiB

Open AccessArticle

Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study

by Olga Yakovleva

Educ. Sci. 2022, 12(2), 120; https://doi.org/10.3390/educsci12020120 - 10 Feb 2022

Cited by 6 | Viewed by 3170

Abstract

The paper analyses the value mindsets of pre-service teachers in terms of the digital learning environment (DLE). DLE is considered to be both a system of new tools and methods for teaching activity and a prospective educational eco-system for learning. The DLE value model is based on a psychodidactic approach, which concerns three main constructs—digital content values, communication values, and management values. The research involved 200 pre-service teachers who were asked to complete a questionnaire, evaluating 27 DLE values and opportunities. The results show that pre-service teachers value digital learning content but are not sufficiently ready for its creation; they develop tolerance in communication yet do not have enough skills to show empathy; they appreciate independence in learning management and still need training in professional digital self-presentation. Consequently, professional training and especially internships for pre-service teachers should include a synthesis of traditional (face-to-face) and virtual communication and interaction with children to facilitate mastering an expanded set of competencies for successful professional self-realisation. The findings can be beneficial in terms of e-learning practices, DLE design, and the organisation of internships. Full article

(This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts)

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