Every Newborn-Reach Up Early Education Intervention for All Children (EN-REACH)- a parent group intervention for school readiness in Bangladesh, Nepal, and Tanzania: study protocol for a cluster randomized controlled trial.

BACKGROUND: Vulnerable children, including those with neuro-developmental delays and disabilities, often face barriers in accessing early primary education, thus hindering progress toward Sustainable Development Goal 4.2. Evidence-based interventions are essential to enhancing inclusivity and establishing sustainable implementation strategies to address this challenge. This study, Every Newborn-Reach up Early Education Intervention for All Children (EN-REACH), builds on the previous Every Newborn- Simplified Measurement Integrating Longitudinal Neurodevelopmental and Growth (EN-SMILING) observational cohort study. This paper provides the protocol for a cluster randomized controlled trial (cRCT) to evaluate the effectiveness of a parenting group intervention program for enhancing school readiness in Bangladesh, Nepal, and Tanzania, and an embedded process evaluation to inform scalability and feasibility. METHODS: EN-REACH is a cRCT with at least 150 clusters to evaluate the impact of a parent training program led by trained parent-teacher facilitator pairs, focusing on children aged 4 ~ 6 years preparing for preschool. Approximately 500 participants from the EN-SMILING cohort at each site have been identified. A geographic information system will define ~ 50 clusters in each of the three countries, each with approximately ten parent-child dyads. Half the clusters will be randomly assigned to intervention and control groups. The primary outcome is "school readiness", assessed using the Measuring Early Learning Quality and Outcomes tool. Secondary outcomes include Intelligence Quotient, child functioning, growth, visual, and hearing assessments. Data will be collected at baseline, and post-intervention data following implementation of the parent group intervention sessions over approximately 5 months. Quantitative data on coverage and quality care, combined with qualitative insights from children, caregivers, facilitators, and stakeholders' perspectives, will be used to conduct a process evaluation applying the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework.  DISCUSSION: This protocol details a trial focused on enhancing school readiness and cognitive abilities in young children, inclusive of those with disabilities, aiming to bridge gap from home to early primary education. EN-REACH aims to provide insights into the effectiveness and acceptability of a co-designed disability-inclusive school readiness program in three countries, potentially impacting national and global policies for all children, including those with disabilities. TRIAL REGISTRATION: The trial was retrospectively registered on clinicaltrials.gov on 29 February 2024 (NCT06334627).

One Health education for criticality on vaccination in teacher training.

Introduction: Vaccines are the basis of health of our communities since they prevent severe infectious diseases. However vaccination rates continue to decrease due to the spread of misinformation about their side effects, which enhances vaccine hesitancy and puts at risk public health. Introducing vaccines from the One Health approach can help to develop an integral understanding of their role and to apply critical ignorance as part of criticality to avoid vaccine hesitancy and raise trust in science. This paper presents a design on vaccination for secondary-education teacher training developed toward this goal. Methods: The design presented in this paper draws from previous studies on critical thinking, on vaccine rejection, and the One Health approach on other health issues in Secondary Education. The focus of this design is engaging secondary-education pre-service teachers in the practice of critical ignorance and criticality to assess diverse pieces of information on vaccination from the One Health approach. Results: This study discusses the design principles and the activities of an original design that aims to provide Secondary Education teachers with some tools to introduce critical ignorance and criticality for addressing misinformation on vaccines by using the One Health approach. Discussion: If secondary science teachers are going to successfully confront misinformation on vaccination in their science instruction, we need to develop and test designs and approaches that prepare them for this purpose. Critical ignorance plays a central role in managing misinformation; thus, such instruction should engage future teachers in critical evaluation of information on vaccination, as well as in the application of the One Health approach to take responsible actions.

The effectiveness of faculty development programs for training university professors in the health area: a systematic review and meta-analysis.

BACKGROUND: The growing discussion on teacher development focuses on diversified educational skills that promote knowledge and innovation in the teaching, learning and assessment process. With the Covid-19 scenario, this picture of necessary changes has become more evident, demonstrating the need for professional preparation to work in teacher development. The aim of the study was to analyze the effectiveness of teacher development programs for the training of university teachers in the health area, through a systematic review and meta-analysis. METHODS: The systematic review and meta-analysis were carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and involved searching five databases - PubMed-Medline, Education Resource Information Center (ERIC), SCOPUS, Embase and Web of Science. The review included randomized clinical trials and cohort studies that addressed the effectiveness of teaching professionalization in the health area for university professors. The quality of the selected studies was assessed based on the evaluation criteria of the Joanna Briggs Institute tool. The random effects meta-analysis method was used to explain the distribution of effects between the studies, using Stata® software (version 11.0) and publication bias was examined by visual inspection of the graphs and Egger's test. RESULTS: We included 12 studies in the systematic review and 8 in the meta-analysis. These studies were published between 1984 and 2022 in 14 countries. Significant changes were reported in teachers' behavior to stimulate and encourage students, improvement in the quality of teaching and teaching staff, as well as improvement in skills such as leadership and self-evaluation. Furthermore, the result of the meta-analysis showed that there is evidence of the effectiveness of the positive effects of teacher development programs after their implementation, with this effect being 1.70% and an increase of 4.75 in the effect of these teacher development programs. CONCLUSION: Our study shows that development programs have been implemented in different countries and contexts, all of which have proven to be effective in the short, medium and long term. We recommend that future research focus specifically on the different competencies that have been acquired following the implementation of these programs.

Evaluating teacher competencies in Pakistan's public schools: Enhancing the impact of professional development programs.

Professional Development (PD) programs in Pakistan typically follow a standardized approach, often overlooking the diverse strengths and weaknesses of various teacher groups, which may not adequately address their specific needs. This study aims to evaluate teacher competencies among different groups from the perspective of school principals in Pakistan's public schools, with the goal of enhancing the effectiveness of PD programs. Initially, the study identifies three key themes of 21st-century teacher competencies through an extensive review of recent literature. An interview guide, based on these competencies, was used to gather data from seven public school principals via structured interviews. The data were analyzed using a deductive content analysis approach, with MAXQDA software employed for theme coding. The findings revealed notable differences in teacher competencies from the principals' perspectives. Female and younger teachers exhibited more competencies compared to their male and senior counterparts. These insights provide crucial information for planning and customizing Teacher Professional Development (TPD) programs, emphasizing an objective evaluation of teachers rather than self-assessment. Tailored PD programs based on these findings can more effectively enhance teachers' professional growth and competence."

Review of the effects of social and emotional learning on mental health and academic outcomes: The role of teacher training and supportive interactions.

Child and youth mental health in France has become an important public health priority. Social and emotional learning has been shown to contribute to mental health in children and adolescents. Therefore, an increasing number of interventions are being proposed in schools. However, teachers are not yet trained to develop these competencies through evidence-based interventions during their initial training. One way of increasing motivation and investment in teacher training in social and emotional learning is to increase awareness of the effects on academic outcomes. The aim of this scoping review based on systematic reviews and meta-analyses is to present the effectiveness of school-based social and emotional learning programs on mental health and academic success, while specifying the contributing processes such as motivation, teacher training, and student support. The discussion section suggests several avenues to promote the development of psychosocial competencies in school settings, notably based on teacher training.

Evaluation of a video training program's impact on primary teachers' knowledge of allergies and skills in using an adrenaline autoinjector during the 2021-2022 school year.

AIM: The aim of the study was to assess the impact of a video training program (VTP) on primary school teachers' skills in using an adrenaline auto-injector (AAI), in correlation with knowledge regarding allergies, in cases of anaphylaxis. METHODS: A questionnaire on teachers' knowledge of allergies and on their level of confidence in using an AAI was distributed in primary schools in the French department of Manche (2173 teachers). A VTP followed this questionnaire. A second questionnaire was then distributed. Theoretical knowledge was assessed with a score out of 20. The confidence level was rated on a scale from 1 to 4. RESULTS: We collected 218 responses to the first questionnaire (10.0 % of the population included). The response rate to the second questionnaire was 4.7 % (103 participants), and from this group, 93 of the 103 participants viewed the video (90.3 %). Overall, 76 of the 218 (34.9 %) participants who completed the first questionnaire also completed the second questionnaire and watched the VTP. The number of participants who completed the whole survey was 76 (out of 2173, 3.5 %). The VTP significantly improved teachers' knowledge of the subject of allergies (the average score increased by 2.11 points, p < 0.001) as well as their confidence in recognizing the signs of a severe allergic reaction and in using an AAI: 85.4 % (n = 88) of self-confident teachers after the VTP versus 42.3 % (n = 92) before the VTP (p < 0.001). CONCLUSION: The VTP improved teachers' level of knowledge and confidence in using an AAI in cases of anaphylaxis. A similar VTP could be circulated more widely in schools to offer easy access to training tools about allergies.

Teachers' stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial.

School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level influences. The present study addressed this issue by investigating whether teachers' stress, trust in their fellow teachers and principal, and expectations about the program at baseline predicted the quality of their implementation of a SBMT for students. In addition, we examined whether teachers' stress at baseline moderated the effect of training condition on implementation quality. Implementation quality was assessed via observations and teacher self-reports. Results from a sample of British secondary (middle-high) school educators (N = 81) indicated that teachers who felt more supported by their principals at baseline were later observed to implement the SBMT with greater quality, whereas teachers who had more positive expectations about the program felt more confident teaching the course in the future. Teachers' baseline stress moderated the effect of training condition on all measures of implementation quality; among teachers experiencing high stress at baseline, more intensive training led to higher quality implementation. Implications for practitioners and prevention researchers are discussed.

Quality of Health Education Teacher Preparation Program Curricula Throughout the United States.

BACKGROUND: Undergraduate majors in education, specifically in school health education (HE), have declined considerably in the United States. Reductions in state and federal funding for K-12 public education and increased demands on educators to prioritize standardized academic outcomes versus focusing on the whole child encompass many factors leading to fewer qualified teachers and reduced quality of HE delivery within schools. METHODS: A content analysis of over 300 HE teacher preparation programs throughout the United States was conducted from 2019 to 2020 to assess available and required curriculum for pre-service HE teachers. Seven curriculum areas were reviewed: nutrition, physical activity (PA) and physical education (PE), HE, chronic disease management (CDM), social emotional learning and mental health (SEL/MH), drug abuse and tobacco prevention (DA/TP), and a methods course in teaching HE. RESULTS: Findings indicated program type influenced course offerings, with stand-alone HE and joint HE/PE programs providing the most comprehensive curriculum. Most programs required courses in general HE, PA and PE, and nutrition. Programs were deficient in offering courses in CDM, DA/TP, and SEL/MH. CONCLUSION: This article contains recommendations to improve the quality of HE delivery in public schools, for example by ensuring that school health educators are trained in providing skills-based HE to youth, which can assist in addressing child and youth health outcomes (eg, CDM, mental health) for the nation.

Preparation of the pre-service teacher to deliver comprehensive sexuality education: teaching content and evaluation of provision.

BACKGROUND: Despite the extensive benefits associated with the provision of comprehensive sexuality education (CSE) within a school context, many initial teacher training programs inadequately prepare pre-service teachers to deliver this content. Programs that do provide such instruction do not routinely share details of their curriculum, syllabi, or evaluation data. METHODS: This paper outlines the structure of an Australian undergraduate course for pre-service teachers that focuses on instruction in CSE. This course spans twelve teaching weeks, aligns with evidence-based principles for sexuality education, prioritises experiential learning and requires students to complete authentic, practical assessment tasks. Formative, process, and short-term impact evaluation data, based upon five years of delivery, are described. RESULTS: Students completing this course reported statistically significant improvements in attitudes associated with CSE and comfort in facilitating all domains of learning (knowledge, attitudes, skills). CONCLUSIONS: Positive process and short-term impact data provide strong evidence for the provision of CSE to pre-service teachers, regardless of future teaching speciality. Proposed amendments include the creation of a fully online tuition pattern and an expansion of content to incorporate other audiences, such as community-based educators.

Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology.

BACKGROUND: ADHD is the most common childhood neurodevelopmental disorder. The symptomatology makes the management of ADHD particularly demanding in school, so teachers' training programs have been widely implemented. Nevertheless, these interventions could lead teachers to concentrate on the dysfunctional elements of these students, exposing them to the risk of stigmatisation. Conceptualising stigma and inclusion as narrative processes, the present study observed how teacher ADHD training texts, endorsed by the Italian government, impact on the inclusion process of students. METHODS: The research analysed a corpus of N = 31,261 text occurrences and focused on three areas: (1) ADHD as a clinical condition; (2) the impact of ADHD characteristics in the scholastic setting; (3) interventions to manage ADHD criticalities in school settings. To observe the interactive processes fostered by the narratives under scrutiny, we used Dialogic Science and MADIT methodology, since they allow us to measure the language use modalities through an index: the Dialogical Weight (dW). The value of dW ranges between 0.1 (min) and 0.9 (max) and is linked to the potential outcomes of inclusion for students with ADHD. A low dW accounts for narratives entrenched in personal beliefs presented as absolute truths, undermining inclusion of students with ADHD. In contrast, high dW signals language interaction relying on sharable elements, able to foster social unity and diminish stigma. RESULTS: The results yielded a critical discursive configuration, both in general and for the three distinct areas. We measured an overall Dialogical Weight of 0.4dW and, for the three areas (1) = 0.3dW; (2) = 0.3dW; (3) = 0.4dW. The analysed text does not maximise the triggering of inclusive interactions, as they rely on individual references and present one's narrative as the sole plausible perspective: reinforcing already existing positions and exposing to the risk of stereotyping of the pupils. CONCLUSIONS: The study highlighted how the ADHD training materials analysed, focusing on a purely informational and clinical approach, lose in effectiveness with respect to generating inclusive school settings. Finally, to promote the inclusion of these pupils, elements are offered for outlining an approach based on fostering active participation by all roles involved.

Effectiveness of a school-based Life Gatekeeper Training Program on suicide prevention in China: protocol for a randomized controlled trial.

BACKGROUND: With suicide as a leading cause of death, the issue of children and adolescent suicide risks is in the spotlight today. To empower teachers in primary and secondary schools to serve as gatekeepers and to ensure the safety of children and adolescents, the systematically tailored and localized Life Gatekeeper suicide prevention program was designed for Chinese schools. OBJECTIVE: With the ultimate goal of preventing child and adolescent suicide, we aim to outline a research protocol for examining outcomes of the recently created standardized school-based Life Gatekeeper program in reducing teachers' stigma, increasing their knowledge, willingness to intervene, and perceived competence. METHODS: Participants will be recruited from eligible primary and secondary schools. Cluster sampling will be used to randomly assign each school to either the intervention group or the control group. The primary outcomes are stigma against suicide, suicide literacy, perceived competence, and willingness to intervene with suicidal individuals, which will be measured using the Stigma of Suicide Scale, the Literacy of Suicide Scale, and the Willingness to Intervene Against Suicide Questionnaire, respectively. Measurements will be taken at four time points, including pre-intervention, immediately after the intervention, 6-month follow-up, and 1-year follow-up. CONCLUSIONS: The current study features innovative implementation in the real world, by using a randomized controlled trial design to examine the effectiveness of a school-based gatekeeper program among primary and secondary school teachers, following a sequence of defined and refined steps. The research will also investigate the viability of a school-based gatekeeper program for primary and secondary school teachers that could be quickly and inexpensively implemented in a large number of schools.

The evaluation of the training, "the approach to epilepsy and epileptic seizure," which was given to teachers in Türkiye.

INTRODUCTION: Epilepsy is the most common neurological disorder among humans after headaches. According to the World Health Organization, approximately 50-65 million individuals were diagnosed with epilepsy throughout the world, and around two million new cases of epilepsy are added to this figure every year. METHODS: Designed as descriptive and cross-sectional research, this study was performed on 132 elementary school teachers. Training on epilepsy and epileptic seizure was given to teachers. The pretest and posttest research data were collected with the face-to-face interview method. In this process, the epilepsy knowledge scale was used as well as a survey form that had questions designed to find out about teachers' personal characteristics. The Statistical Package for Social Science 25.0 was utilized in the statistical analysis of research data. In the research, the statistical significance was identified if the p-value was below.05 (p < .05). RESULTS: Of all teachers participating in the study, 59.1% were female, 90.2% were married, and 47.7% witnessed an epilepsy seizure before. The mean of teachers' pretest epilepsy knowledge scores was 8.43 ± 4.31 points before the training while the mean of their posttest epilepsy knowledge scores was 12.65 ± 2.48 points after the training. The difference between the means of pretest and posttest scores was statistically significant (p = .000). After the training, there was a statistically significant increase in means of scores obtained by teachers from each item of the epilepsy knowledge scale (p < .05). CONCLUSIONS: As there was a statistically significant improvement in levels of teachers' knowledge about both epilepsy and epileptic seizure after the training, it is recommended that the training about the approach to epilepsy and epileptic seizure be given to all teachers, and additionally, including these topics in the course curricula of universities is recommended.

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students.

BACKGROUND: In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. METHODS: The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. RESULTS: Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. CONCLUSIONS: This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.

The confidence and competence of primary school staff to administer an adrenaline auto-injector.

School teachers are often inadequately prepared to use an adrenaline auto-injector (AAI), resulting in potentially dangerous treatment delays. The purpose of this study was to assess the observed competence, and self-reported confidence, of primary school teachers in the Republic of Ireland (RoI) to use an AAI. An evaluation of whether there was a link between confidence and competence was also assessed. Teachers from four primary schools in the RoI completed a questionnaire to assess their prior level of experience, training, and confidence levels with AAI administration. The four steps in administrating trainer AAI to a mannequin simulator were then assessed. A total of 61 teachers participated (out of a population of 80). The mean self-reported confidence was 1.82 out of 5 (SD = 0.96). There was no significant difference in confidence between trained and untrained participants (U = 240.5, NS). Participants who had received AAI administration training performed significantly more of the steps correctly (mean = 3.85, SD = 0.95) as compared to those who had received no training (mean = 2.97, SD = 1.10; U = 180.5, p = 0.008). There was no correlation between confidence in administrating AAI and the percentage of steps in the procedure performed correctly (rho = -0.17, NS).  Conclusion: Improvements in readiness to administer AAIs can be achieved through the application of more effective approaches to teaching clinical skills, changes to school policies and practices, and consideration of the design of AAIs in order to make their operation safer and simpler. It is important that teachers have the confidence and competence to safely administer an AAI. What is Known: • Poor ability in adrenaline auto-injector use seen across population groups-healthcare professionals, patients, carers, and school staff • Training in the use of adrenaline auto-injectors has positive impact on competency What is New: • Irish school teachers show poor levels of competency in adrenaline auto-injector use • No observed correlation between reported confidence and competency.

Exploring teachers' perspectives on movement integration using a job-embedded professional development intervention.

PURPOSE: The purpose of this study was to gain teachers' insight and evaluate a teacher training intervention on movement integration (MI). METHODS: An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers. RESULTS: Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation. CONCLUSION: An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.

Peer teacher training develops "lifelong skills".

INTRODUCTION: Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants' application to clinical practice and their preparation for a future educator role. METHODS: A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (n = 20), were invited to join. RESULTS: Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students. DISCUSSION: This study demonstrates the long-term benefits of a PTT through sustained improvements in participants' confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.

Mapas mentais e cartilhas no ensino remoto emergencial: uma proposta educacional inovadora frente à pandemia da Covid-19 / Mind maps and primers in emergency remote teaching: an innovative educational proposal in the face of the Covid-19 pandemicMapas mentales y primers en la enseñanza a distancia de emergencia: una propuesta educativa inovadora ante la pandemia Covid-19 / Mind maps and primers in emergency remote teaching: an innovative educational proposal in the face of the Covid-19 pandemicMapas mentales y primers en la enseñanza a distancia de emergencia: una propuesta educativa inovadora ante la pandemia Covid-19

Objetivo: Na perspectiva da formação continuada de professores universitários, o presente trabalho visa discutir os resultados obtidos através da aplicação de um tutorial virtual, com vistas à inovação da prática pedagógica docente. Método: Trata-se de um relato de experiência envolvendo a utilização de mapas mentais e cartilhas educativas em ambientes virtuais, no contexto do Ensino Remoto Emergencial (ERE), na Universidade Pública na Bahia. Resultados: Para tanto, por meio de trabalho colaborativo, foram realizadas atividades síncronas e assíncronas. Dois ambientes de aprendizagem foram utilizados, Google Classroom e Meet. Diferentes possibilidades para utilização dos mapas mentais e das cartilhas educativas foram apresentadas, considerando estudos anteriores da equipe proponente. Ademais, foram discutidas possibilidades para uso destas ferramentas didáticas durante o ERE. A atividade de capacitação docente envolveu doze professores universitários, os quais foram estimulados a inovarem as suas práticas pedagógicas, por meio da utilização das Tecnologias Digitais da Informação e Comunicação (TDICs). Conclusão: Diante da capacitação, os participantes atuaram como sujeitos reflexivos e ativos na vivência do processo de ensino-aprendizagem em ambientes virtuais. O tutorial, por meio de um processo educativo participativo, proporcionou ações de trabalho em equipe, com foco na inovação da prática pedagógica docente e na melhoria do processo de ensino-aprendizagem.

Objective:From the perspective of the continued training of university teachers, this work aims to discuss the results obtained through the application of a virtual tutorial, with a view to innovating teaching pedagogical practice. Method: This is an experience report involving the use of mind maps and educational booklets in virtual environments, in the context of Emergency Remote Teaching (ERE), at the Public University in Bahia. Results: To this end, through collaborative work, synchronous and asynchronous activities were carried out. Two learning environments were used, Google Classroom and Meet. Different possibilities for using mental maps and educational booklets were presented, considering previous studies by the proposing team. Furthermore, possibilities for using these teaching tools during the ERE were discussed. The teaching training activity involved twelve university professors, who were encouraged to innovate their pedagogical practices, through theuse of Digital Information and Communication Technologies (TDICs). Conclusion: During the training, participants acted as reflective and active subjects in experiencing the teaching-learning process in virtual environments. The tutorial, through a participatory educational process, provided teamwork actions, focusing on innovation in teaching pedagogical practice and improving the teaching-learning process.

Objetivo: Desde la perspectiva de la formación continua de docentes universitarios, este trabajo tiene como objetivo discutir los resultados obtenidos mediante la aplicación de una tutoría virtual, con miras a innovar la práctica pedagógica docente. Método: Se trata de un relato de experiencia sobre el uso de mapas mentales y folletos educativos en ambientes virtuales, en el contexto de la Enseñanza Remota de Emergencia (ERE), en la Universidad Pública de Bahía. Resultados: Para ello, a través del trabajo colaborativo, se realizaron actividades sincrónicas y asincrónicas. Se utilizaron dos entornos de aprendizaje, Google Classroom y Meet. Se presentaron diferentes posibilidades de uso de mapas mentales y folletos educativos, considerando estudios previos del equipo proponente. Además, se discutieron las posibilidades de utilizar estas herramientas didácticas durante el ERE. La actividad de formación docente involucró a doce profesores universitarios, quienes fueron incentivados a innovar en sus prácticas pedagógicas, mediante el uso de las Tecnologías de la Información y la Comunicación Digital (TDIC). Conclusión: Durante la capacitación, los participantes actuaron como sujetos reflexivos y activos al vivir el proceso de enseñanza-aprendizaje en ambientes virtuales. La tutoría, a través de un proceso educativo participativo, brindó acciones de trabajo en equipo, enfocando la innovación en la práctica pedagógica docente y la mejora del proceso deenseñanza-aprendizaje.

A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices.

PURPOSE: Cognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths. PROCEDURES: This review article analyzes examples of five learning myths (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five research-based learning strategies (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning. CONCLUSION: Educational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students' learning needs.