scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

scholarly journals Professionalism Enhancement of Ece Tutors Through K13 Learning Devices Production Training In Cibitung Tengah Village, Bogor Regency

2019 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Yenina Akmal ◽  
Hikmah Hikmah ◽  
Ika Subekti ◽  
Ichtineza Halida Hardono
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Moral Concept ◽  
Childhood Education ◽  
Average Education ◽  
Faculty Of Education ◽  
Interest And Motivation

<p><em>Abstract</em><strong> - The presence of Early Childhood Education (ECE) tutor in Cibitung Tengah Village Tenjolaya District Bogor Regency is really needed for early childhood in order to become a guide in the ECE institutions. The problem occurred is that the average education level of ECE tutor is diverse, from Middle School, High School, Associate Degree, and Bachelor Degree. In this condition, we can say that those ECE tutors had not had the knowledge and insight about the ECE, namely the 2013 Curriculum, the ECE concept, and the learning devices. Training, along with the research about the role of those training itself, are need to be done in order to answer this question for increasing the knowledge and insight of ECE tutor using action research method. The results showed the enhancement of conducted training, including the enhancement of interest and motivation to develop their knowledge and insight about the ECE. Extended with the existence of WhatsApp group as a platform for communication between ECE tutors and UNJ researchers in the efforts to enhance the professionalism of ECE tutors, in the context of mentoring, ECE Tutors in the Cibitung Tengah, Tenjolaya Village were also involved in the learning devices production training in order to apply the religious moral concept to the ECE in the teaching and learning process at the UNJ and also to observe Ceria Daycare of the Department of ECE, Faculty of Education, UNJ.</strong></p><p><strong>Keyword - </strong>Early Childhood Education (ECE), 2013 Curriculum, Learning Devices</p>

scholarly journals Implementasi Pengembangan Karakter Keagamaan dan Potensi Kecerdasan Anak Usia Dini (Studi Kasus di PAUD Ceria dan Tamasha Valaq Pangkalpinang)

2015 ◽  
Vol 4 (2) ◽  
pp. 175
Author(s):  
Soleha Soleha ◽  
Adian Husaini ◽  
Endin Mujahidin ◽  
Didin Saefuddin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Childhood Education ◽  
Learning Plan ◽  
Potential Development ◽  
Annual Activity ◽  
The Difference ◽  
The Impact

<p>The existence of Early Childhood Education (PAUD) is immensely needed in the midst of our society. Still, there are many PAUD wich is not conduct yet their development process as required by mandate. Their existence are rarely concern and prioritize the quality of their institution, but quantity. Consequently, there are many PAUD which still have not conducted their learning process accordance with regulation, that is Permendiknas No. 58 year 2009 on standard of Early Childhood Education (PAUD). This research focused on the problem of implementation of early childhood religious character and its intelligence potentials, especially in PAUD Ceria dan Tamasha Valaq. Through its development the research tried to see the growth of religious and moral values, while the intelleigence was saw through physical, cognitive, language and socio-emotional potential.On the other side, the educational process was conducted using learn and play, exemplary, and internalization method apllied to the learners/kids. The research used a descriptive approach that tried to revealed phenomenon holistically and contextually by colleting data. The Early Childhood Education (PAUD) where this reasearh conducted is PAUD Ceria dan Tamasha Valaq in Pangkalpinang. Source of data is derived from Pangkal Pinang national department of education, Kindergarden Teacher Association (IGRA), Association of Indonesian Early Childhood Education (HIMPAUDI) Province Pangkalpinang, PAUD�s manager, teachers, representation of learners and their parents. Analyses method used by this research is qualitative method which used to find implementation of religious character intelligence potentials development in both of PAUD. The result showed that the process of learning conducted by both of PAUD already meet the standard of Early Childhood Education. Eventhough, each of PAUD have itself differencies. Implementation of religious character and intelligence potential development in their curriculum is adjusted with each institution due to absence of standard of curriculum. Learning plan areconsist of arranging annual activity plan, semester activity plan, weekly activity plan, and daily activity plan. According to the percentage of survey result, the impact of religious character development in both of PAUD is realy high. Significant average of every akhlak and its indicators is more than 50%. It proved that habituation and exemplary learning for early childhood are more effective.Result of intelligence potential development are vary due to the difference of aptitude and creativity of every child. From this research, researcher suggest the using of CTL (Contextual Teaching and Learning). It is suggested to make the teachers become more creative in developing the process of learning. As for developing intelligence potentials use the thematic development model systematically and holistically.</p><p>Keywords: Anak usia dini, karakter keagamaan, potensi kecerdasan</p>

scholarly journals The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

2018 ◽  
Vol 18 (1) ◽  
pp. 96-114 ◽  
Author(s):  
Christopher Jett
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Future Research ◽  
Education Majors ◽  
Childhood Education ◽  
Mathematics Teaching And Learning

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

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