Formación docente para la educación inclusiva en instituciones públicas del Quindío / Teacher training for inclusive education in public institutions of Quindío

La formación docente es esencial dentro del proceso de educación inclusiva permitiendo responder a la diversidad de los estudiantes a partir de estrategias que promuevan su aprendizaje y participación. Este estudio analiza la formación en inclusión de 253 docentes de instituciones públicas mediante el Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). Los resultados indican niveles bajos de formación en las dimensiones concepciones, apoyos y metodologías. Lo que sugiere que no existe una preparación integral del profesorado para la inclusión y los planes de formación deben abordar desde aspectos conceptuales hasta la implementación de ajustes en el aula. (AU)

Teacher training is essential within the inclusive education process, allowing students to respond to diversity through strategies that promote their learning and participation. This study analyzes the inclusion training of 253 teachers in public institutions, through the Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). The results indicate low levels of training in the conceptual dimensions, supports and methodologies. This suggests that there is no comprehensive preparation of teachers for inclusion and training plans should address conceptual aspects to the implementation of adjustments in the classroom. (AU)

Formación docente para la educación inclusiva en instituciones públicas del Quindío / Teacher training for inclusive education in public institutions of Quindío

La formación docente es esencial dentro del proceso de educación inclusiva permitiendo responder a la diversidad de los estudiantes a partir de estrategias que promuevan su aprendizaje y participación. Este estudio analiza la formación en inclusión de 253 docentes de instituciones públicas mediante el Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). Los resultados indican niveles bajos de formación en las dimensiones concepciones, apoyos y metodologías. Lo que sugiere que no existe una preparación integral del profesorado para la inclusión y los planes de formación deben abordar desde aspectos conceptuales hasta la implementación de ajustes en el aula. (AU)

Teacher training is essential within the inclusive education process, allowing students to respond to diversity through strategies that promote their learning and participation. This study analyzes the inclusion training of 253 teachers in public institutions, through the Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R). The results indicate low levels of training in the conceptual dimensions, supports and methodologies. This suggests that there is no comprehensive preparation of teachers for inclusion and training plans should address conceptual aspects to the implementation of adjustments in the classroom. (AU)

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.

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.

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.

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.

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.

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.

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.

Validación de una escala enfermera para evaluar las actitudes del profesorado en la atención diabética / Validation of a nursing scale for assessing teachers' attitudes to diabetes care

Objetivo: Validar el Inventario de Actitudes Negativas del Profesorado hacia la Atención del Alumnado con Diabetes Mellitus tipo 1 (INAPAD) y estudiar su fiabilidad mediante los coeficientes Alfa de Cronbach y Omega de McDonald. Material y método: Este estudio describe el proceso de diseño y validación de la escala enfermera INAPAD en una muestra de 382 docentes en las etapas de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y Formación Profesional en una provincia española. El INAPAD pretende valorar diversas dimensiones actitudinales sobre la atención educativa al alumnado con Diabetes Mellitus tipo 1, incidiendo tanto en el perfil docente y profesional del profesorado, como en las características y necesidades específicas de este alumnado. Por su parte, la validez de constructo se ha evaluado mediante análisis factoriales exploratorios por componentes principales y rotación varimax. Resultados y Conclusión: Los resultados obtenidos informan de la viabilidad del INAPAD para ser utilizado como un instrumento útil para el diagnóstico del prejuicio o predisposición del profesorado hacia la atención del alumnado con DM tipo 1 y, por ende, para predecir el éxito de las medidas psicopedagógicas y los cuidados del niño y adolescente con diabetes. (AU)

Objective: To validate the Inventory of Teachers' Negative Attitudes towards the Care of Students with Diabetes Mellitus type 1 (INAPAD) and to study its reliability using Cronbach's Alpha and McDonald's Omega coefficients. Enfermería GlobalNº 74 Abril 2024Página 195Methods: This study describes the design and validation process of the INAPAD nursing scale in a sample of 382 teachers in the stages of Early Childhood Education, Primary Education, Compulsory Secondary Education, Baccalaureate and Vocational Training in a Spanish province. In order to validate the INAPAD, its reliability has been studied using Cronbach's Alpha and McDonald's Omega Coefficients. Hence, the construct validity has been evaluated through exploratory factor analysis by principal components and varimax rotation. Results and conclusion: The findings obtained inform the viability of the INAPAD to be used as an effective instrument for the diagnosis of prejudice or predisposition of educators towards the care of learners with type 1 DM and for the prediction of the success of psycho-pedagogical measures and of the care for children and adolescents with diabetes. (AU)

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.

Intervenção educativa para professores de creches sobre primeiros socorros: estudo quase-experimental / Educational intervention on first aid for kindergarten teachers: quasi-experimental study

Objetivo: Testar uma intervenção educativa para professores de creche sobre primeiros socorros, quanto aos desfechos de conhecimento e habilidade. Métodos: Estudo quase-experimental do tipo antes e depois, realizado em dez creches municipais públicas no Piauí, no período de setembro a outubro de 2019. A amostra foi composta de 36 professores e a coleta de dados foi realizada em três etapas: pré-teste acerca do conhecimento e habilidades em primeiros socorros; aplicação de atividade educativa teórico-prática; e pós-teste. Os dados foram analisados a partir do teste de Wilcoxon. Resultados:97,2% são do sexo feminino, a média de idade é de 41,47 (± 9,48) anos, 86,1% são apenas graduados e 13,9% têm pós-graduação. Ademais, 97,2% não realizaram curso de primeiros socorros e 58,3% já haviam presenciado alguma necessidade desse tipo de atendimento. Os participantes apresentaram aumento do conhecimento após a intervenção nos seguintes itens: acionamento de socorro (p=0,000); detecção e conduta na parada cardiorrespiratória (p=0,000; p=0,002); e conduta em hemorragias (p=0,001). A habilidade técnica dos profissionais apresentou aumento em todos os passos do atendimento em vítimas de parada cardiorrespiratória com p<0,05 na totalidade de itens avaliados. Conclusão: Após a intervenção, observou-se aumento do conhecimento e habilidade dos professores sobre situações de primeiros socorros. Descritores: Primeiros Socorros; Educação em Saúde; Professores Escolares; Capacitação de Professores.

Objective: To test an educational intervention for kindergarten teachers on first aid, regarding the outcomes of knowledge and skill. Methods:Quasi-experimental study of the before and after type, carried out in ten public municipal kindergarten centers in Piauí, during September to October 2019. The sample consisted of 36 teachers and data collection was carried out in three stages: pre-test on knowledge and skills in first aid; application of theoretical-practical educational activity; and post-test. Data were analyzed using the Wilcoxon test. Results:97.2% were female, the average age was 41.47 (± 9.48) years, 86.1% were only graduates and 13.9% had graduate degrees. 97.2% did not take a first aid course and 58.3% had already witnessed some need for this type of care. Participants showed an increase in knowledge after the intervention in the following items: emergency response (p=0.000); detection and management of cardiorespiratory arrest (p=0.000; p=0.002); and management of bleeding (p=0.001). The technical ability of professionals showed an increase in all stages of care in victims of cardiorespiratory arrest with p<0.05 in all items evaluated. Conclusion:After the intervention, there was an increase in teachers' knowledge and skill about first aid situations. Descriptors: First aid; Health education; School teachers; Teacher training.