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Education Sciences
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Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations...
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Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts

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

Deadline for manuscript submissions: 31 May 2024 | Viewed by 12786

Special Issue Editors

Dr. María José Hernández Serrano

E-Mail Website
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

E-Mail Website
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

Published Papers (7 papers)

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Research

23 pages, 3230 KiB  
Article
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 764
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 [...] Read more.
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  
Article
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
Viewed by 727
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 [...] Read more.
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  
Article
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 - 03 Dec 2023
Viewed by 897
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 [...] Read more.
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  
Article
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 - 03 Aug 2023
Cited by 1 | Viewed by 927
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 [...] Read more.
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  
Article
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 - 04 Mar 2023
Cited by 1 | Viewed by 2460
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 [...] Read more.
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  
Article
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 7 | Viewed by 2846
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 [...] Read more.
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  
Article
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 4 | Viewed by 2590
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 [...] Read more.
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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