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Communication Skills Training in Trainee Primary School Teachers in Spain

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Gallego Ortega J. L., Fuentes A. R.
Journal of Teacher Education for Sustainability
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2015
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vol. 17
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issue 1
86-98
EN
Research on teacher training often focuses on learners’ perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachers’ training degrees and assesses their views of the communication skills developed by their students to be used in their future careers. The study uses a 17-item ad-hoc questionnaire, completed by 152 lecturers from the University of Granada. Descriptive and inferential analyses are then carried out on the data collected using SPSS. The analysis results show how important lecturers believe it is for trainee teachers to develop communication skills, which they often lack. Although lecturers believe communication skills are very important, they also think that they are not developed as much as they should be in their classes, so trainee teachers cannot communicate as effectively as they should.
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Development of the writing skills of students in compulsory education in Spain

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Gallego Ortega J. L., Fuentes A. R.
The New Educational Review
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2015
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vol. 42
52-64
EN
Acquiring writing skills requires an entire academic lifetime but acceptable levels of proficiency should be covered in compulsory education. This research verifies the beginner, intermediate and advanced levels of writing skills in the Spanish education system. It compares both the development of knowledge and the associated difficulties in interviews with 40 students from the even years of primary and secondary education. Descriptive and correlational analyses were made, after coding their statements according to the theoretical model used. They revealed an unexpected stagnation, depending on the levels, with important educational implications.
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