Trainee teachers' habits of healthy physical activity

Introduction: This study analyses the habits of physical activity of a group of students at the University of Vigo (Spain). Methods: It uses the SRHI (Self-Report Habits Index) scale, which was used for the first time in Spain. It starts from the premise that future educators should have good physical activity habits if they want to convey this attitude to their students due to its importance for health and quality of life. Results: Physical activity habits are well-established in future Secondary Education Physical Education teachers but not in future Infant and Primary Education teachers. In addition, there are greater physical activity habits in men, in students who previously participated in sport at school and at younger ages. The most common difficulties for creating physical activity habits are lack of time, sport facilities and companionship for carrying out the activity. Discussion: In this section our results, which broadly coincide with the results of other studies regarding the same subject, are contrasted with the results of those other studies.

Developing pre-service teachers’ noticing of students’ understanding of the derivative concept

This research study examines the development of the ability of pre-service teachers to notice signs of students’ understanding of the derivative concept. It analyses preservice teachers’ interpretations of written solutions to problems involving the derivative concept before and after participating in a teacher training module. The results indicate that the development of this skill is linked to pre-service teachers’ progressive understanding of the mathematical elements that students use to solve problems. We have used these results to make some suggestions for teacher training programmes.

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.