eTwinning in science learning: the perspectives of pre-service primary school teachers
| dc.contributor.author | Napal Fraile, María | |
| dc.contributor.author | Zudaire Ripa, María Isabel | |
| dc.contributor.author | Pétursdóttir, Svava | |
| dc.contributor.author | Pavlin, Jerneja | |
| dc.contributor.department | Ciencias | es_ES |
| dc.contributor.department | Zientziak | eu |
| dc.contributor.department | Institute for Advanced Social Research - ICOMMUNITAS | en |
| dc.date.accessioned | 2024-07-16T17:09:07Z | |
| dc.date.available | 2024-07-16T17:09:07Z | |
| dc.date.issued | 2024 | |
| dc.date.updated | 2024-07-16T16:45:54Z | |
| dc.description.abstract | eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative. | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Napal-Fraile, M., Zudaire, M. I., Pétursdóttir, S., Pavlin, J. (2024) eTwinning in science learning: The perspectives of pre-service primary school teachers. European Journal of Educational Research, 13(4), 1555-1572. https://doi.org/10.12973/eu-jer.13.4.1555. | |
| dc.identifier.doi | 10.12973/eu-jer.13.4.1555 | |
| dc.identifier.issn | 2165-8714 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/50293 | |
| dc.language.iso | eng | |
| dc.publisher | Eurasian Society of Educational Research | |
| dc.relation.ispartof | European Journal of Educational Research 2024, 13(4), 1555-1572 | |
| dc.relation.publisherversion | https://doi.org/10.12973/eu-jer.13.4.1555 | |
| dc.rights | © 2024 The Author(s). This article is under the CC BY license. | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Collaborative research | en |
| dc.subject | eTwinning | en |
| dc.subject | ITE initiative | en |
| dc.subject | Teacher training | en |
| dc.title | eTwinning in science learning: the perspectives of pre-service primary school teachers | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dspace.entity.type | Publication | |
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