The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education: A Content Analysis of Public Universities in Andalusia

Educational neuroscience presents a broad view of what learning is and how and when it occurs. Consequently, neuroeducation offers improved strategies for understanding and developing the teaching–learning process. It is, therefore, essential that teachers and students are trained in neuroeducation, given the current knowledge in this field. Consequently, this study aims to reflect on the training in neuroeducation received by undergraduate students studying early childhood and primary education and to find out how the teaching of neuroeducation is approached in the universities of the eight Andalusian provinces. As methodology, a content analysis was made, which allowed us to transform qualitative data into quantitative data. The categories analysed were “Neuroeducation”, “Metacognition”, “Cognitive processes” and “Cognition”. The study plans for the 2022/2023 academic year were considered. The analysis results of these plans showed that, despite the relevance of neuroeducation in the educational context, the study plans barely addressed this subject. This suggested that the training received by future teachers was not enough to enable them to make the most of neuroscience and neuroeducation considerations

¿Qué diferencias existen en el liderazgo inclusivo desarrollado en los centros de educación obligatoria en España según la perspectiva de las familias?

El estudio se centra en determinar las diferencias según las variables sociodemográficas, académicas y relacionales de los participantes en las actuaciones e iniciativas puestas en marcha por el equipo directivo del centro, desde el punto de vista de 631 familias. El cuestionario utilizado es el LEI-Q-Famili. Para examinar las comparaciones entre grupos, realizamosla prueba U de Mann-Whitney para las variables sexo y tipo de centro, y la prueba de Kruskal-Wallis para las variables vínculos familiares, niveles educativos impartidos por el centro y nivel socioeconómico del distrito escolar. Los resultados obtenidos nos permiten identificar acciones y estrategias desarrolladas por los líderes de los centros educativos avanzan en el desarrollo de una cultura escolar inclusiva en la que la familia juega un papel clave

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

Designing and implementing inclusive practices is considered one of the basic actions for the construction of inclusive education. Actions depend largely on teachers’ attitudes, which can be modified by the training they receive. This study analyzes 73 future mathematics teachers’ perceptions of the diversity training received in the Master in Compulsory Secondary Education and Post-Secondary, Vocational Training and Language Teaching (MAES), as well as their attitudes towards diversity at the University of Granada (Spain). The participants’ ages ranged from 22 to 50 years (M = 27.12, SD = 6.45); 47.9% were cisgender women and 52.1% were cisgender men. This research was a non-experimental, descriptive, and multivariate study, developed under the assumption of the quantitative methodological paradigm. The result revealed that attention to diversity should play an important role in the teachers’ future teaching practice. Nevertheless, they were dissatisfied with the initial training received, considered themselves not qualified enough to face diversity in their classrooms, and they had an ambivalent attitude toward attention to diversity. However, attitudes and educational levels were more favorable in the case of women, older participants, and among those who had had contact with people with SNES. It is concluded that it is appropriate to continue to influence the attitudes in relation to this issue, since pedagogical training on the factors that condition the teaching–learning process in terms of attention to diversity provides greater effectiveness in this field.Spanish Ministry of Education, Innovation and Universities (aid for university teacher training [FPU19/00026 and FPU21/00479]