Effects of a teacher training program on the motivation and satisfaction of history secondary students

  1. CosmeJ. Gómez Carrasco 1
  2. Jairo Rodríguez-Medina 2
  3. Pedro Miralles Martínez 1
  4. VíctorB. Arias González 3
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  3. 3 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

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Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2021

Volume: 26

Issue: 1

Pages: 45-52

Type: Article

DOI: 10.1016/J.PSICOE.2020.08.001 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Abstract

History classes in Secondary Education form a teaching and learning space with practices that are nourished by two traditional epistemological and methodological models. To counter these models, a training program was carried out in the specialty of Geography and History of the Teacher Training Master’s aimed at changing their methodological and epistemological concepts and the design of innovative training units. The effects are evaluated through the implementation of these training units in curricular practices. This evaluation was with a pre-test and post-test formed by two scales (motivation and satisfaction). The analysis strategy was developed in two phases. In the first, the longitudinal factorial invariance is checked, progressively analyzing this invariance between the pre-test and post-test scales. In the second, a second-order growth model or factor curve is applied to assess the change in latent variables between the pre-test and the post-test. After the application of the program, a substantial increase in student motivation and satisfaction was observed. This increase was most visible in motivation, due to the low initial levels of the students.

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Funding information

Este artículo ha sido posible gracias al proyecto de investigación financiado por el Ministerio de Ciencia, Innovación y Universidades, cofinanciado con fondos FEDER, PGC2018-094491-B-C33, y al proyecto «Competencias docentes y métodos activos de aprendizaje. Una investigación evaluativa con el profesorado en formación de ciencias sociales» (20638/JLI/18), financiado por la Fundación Séneca [35500/20638/JLI/18]; Ministerio de Ciencia, Innovación y Universidades [11550/PGC2018-094491-B-C33].

Funders

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