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Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

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dc.contributor.authorGómez Carrasco, Cosme J.
dc.contributor.authorRodríguez-Medina, Jairo
dc.contributor.authorMiralles-Martínez, Pedro
dc.contributor.authorLópez-Facal, Ramón
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned2025-02-05T12:40:00Z
dc.date.available2025-02-05T12:40:00Z
dc.date.issued2021-07-01
dc.description© 2021 Authors This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0 This document is the published version of a published work that appeared in final form in Frontiers in Psychology. To access the final edited and published work see: https://doi.org/10.3389/fpsyg.2021.661780es
dc.description.abstractThis paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils (n = 467, Mage = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.es
dc.formatapplication/pdfes
dc.format.extent14es
dc.identifier.citationFrontiers in Psychology 2021 12:661780.
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2021.661780
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10201/150126
dc.languageenges
dc.publisherFrontiers Mediaes
dc.relationThis article has been possible thanks to the research project funded by Ministry of Science, University and Innovation, co-funded by FEDER funding Conceptos Metodológicos y Métodos Activos de Aprendizaje para la Mejora de las Competencias Docentes del Profesorado (PGC2018-094491-B-C33) (MCI/AEI/FEDER, UE), and project Competencias Docentes y Métodos Activos de Aprendizaje. Una Investigación Evaluativa con el Profesorado en Formación de Ciencias Sociales (20638/JLI/18), funded by Seneca Foundation [35500/20638/JLI/18]; Ministry of Science, Innovation and Universities [11550/PGC2018-094491-B-C33] (MCI/AEI/FEDER, UE).es
dc.relation.publisherversionhttps://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.661780/fulles
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectHistory educationes
dc.subjectTeacher traininges
dc.subjectSecondary educationes
dc.subjectMotivationes
dc.subjectPerceived learninges
dc.titleMotivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Traininges
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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