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Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

机译：中学教育历史学生的动机和感知学习。 初始教师培训计划分析

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This paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils ( n = 467, M age = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.
机译：本文介绍了西班牙初始教师培训研究结果。 目的是核实基于方法论和认识论方面的教师培训计划的发展是否对中学学生的学习产生了积极的影响。 我们评估了参与的实习教师教师在教学实践期间由参与的实习教师教授的中学教育学生（n = 467，年龄= 14.74，SD = 1.97）的程度。 采用预测试和最佳节目来获取关于方法的数据以及学生的动机和感知学习。 进行了确认的因子分析以验证工具的有效性和内部一致性，而后，在分析的每个尺寸中纵向不变性。 结果证实了所雇用的工具的内部一致性和有效性以及对方法，动机和学习的学生评价的改善。

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