Teachers’ perceptions on the effect of in-service training in Innovative Learning Environments on the implementation of student-centred approaches
The objective of the study presented in this article was to gather the teachers’ perceptions in relation to the use of student-centred approaches after having received an in-service teacher training under the Innovative Learning Environment umbrella. The instrument used was a questionnaire which was...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Pablo de Olavide (UPO) |
| Repositorio: | RIO. Repositorio Institucional Olavide |
| Idioma: | inglés |
| OAI Identifier: | oai:rio.upo.es:10433/23438 |
| Acceso en línea: | https://hdl.handle.net/10433/23438 |
| Access Level: | acceso abierto |
| Palabra clave: | Teachers perceptions Innovative Learning Environments Student-centred approach PBL Gamification Flipped classroom Design thinking Learning landscapes |
| Sumario: | The objective of the study presented in this article was to gather the teachers’ perceptions in relation to the use of student-centred approaches after having received an in-service teacher training under the Innovative Learning Environment umbrella. The instrument used was a questionnaire which was sent, at least three months after finishing the training on the topic, to teachers from the Valencian Community. 152 answers were analysed, obtaining the percentage of teachers who indicated that, after the training, they applied methodologies or strategies which aimed to give more responsibility to students (55,3%, f=84). Evidence on the effect of the characteristics of the training was proved to be significant. More concretely, teachers answered the question positively, in a higher proportion, when they expressed having received various trainings (p=.003), lasting more than 20 hours (p=.008) and including a visit to an innovative learning space (p=.002). Secondly, information about the used methodologies or strategies used was collected. The higher percentages of use were obtained in relation to Project Based Learning (80.3%) and Gamification (45.4%) while the lowest were found in Learning landscapes (7.2%) and Design Thinking (11.2%). Some variations were detected when analysing this according to the stage in which they teach. A correlation study was also developed, in which Flipped Classroom was identified with a weak but consistent correlation with an important number of the other methodologies analysed. As a conclusion, it is highlighted the importance of designing in-service teacher training programs that include a variety of typologies of training (inside the school, outside the school and guided visits), lasting at least 20 hours and offering the opportunity of visiting and experimenting in an innovative learning environment. |
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