Magister. Journal of Teacher training and Educational Innovation

Consequences of teaching styles in Physical Education: Differences between Bilingual and non-Bilingual Programs

Fri, 19 Dec 2025 00:00:00 +0100

Objective: The present study had two objectives. The first was to examine the relationship between students’ perceptions of the different (de)motivating teaching styles used by their Physical Education (PE) teachers and experiences in PE, perceived learning and intention to be
active. Second, to examine possible differences between the study variables, depending on the educational programme to which the students belong (i.e., bilingual or non-bilingual).
Method: This is a cross-sectional descriptive study involving 95 secondary school students from third and fourth grades (43 belong to the bilingual program).
Results: The findings revealed a positive relationship between autonomy-supportive and structuring styles with positive experiences and learning in PE, while the chaotic style was negatively associated with positive experiences. Students in the bilingual program perceived that their teachers used greater autonomy support and less control, as well as that they had better experiences compared to those in the non-bilingual program.
Conclusions: It appears necessary to create training programs for PE teachers that teach motivational strategies to promote motivating styles (i.e., autonomy support and structure) that enhance learning, experiences, and the intention to be active among students, especially in
non-bilingual groups

Curricular dilemmas in the design of educational experiences with exergames

Igor Conde Cortabitarte, Carlos Rodríguez-Hoyos, Adelina Calvo Salvador — Fri, 19 Dec 2025 00:00:00 +0100

In recent years, active video games (exergames) have emerged as a tool of great interest in the educational field due to their main characteristics. However, the body of research aimed at critically evaluating the pedagogical potential of this type of media is still at an early stage. The main goal of this work is to deepen the understanding of the curricular design processes carried out by teachers when trying to incorporate active video games in Physical Education classrooms. For that purpose, two case studies were conducted in two public schools in the north of Spain. In each case, training seminars were held with the aim of designing learning situations collectively with various exergames subsequently developed in the classroom. The results of this work demonstrate the curricular dilemmas Physical Education teachers usually face and the great pedagogical potential of exergames. Hence, the need to develop training processes in which teachers make use of this type of videogames with the aim of familiarizing themselves and knowing their pedagogical potentialities is confirmed.

Raising Students' Awareness of Habitual Sugar Consumption in Their Diets: A Didactic Approach

Rosella Castellano-Sanz, Jorge Lizandra Mora — Fri, 19 Dec 2025 00:00:00 +0100

Excessive and sustained sugar consumption during childhood and adolescence is considered a significant health risk. Addressing this issue within the educational context, recognized for its potential as a health-promoting environment, is essential. The aim of the study is to design, implement, and evaluate a teaching intervention in Biology and Geology that supports students in raising awareness of their habitual sugar consumption during snack time, promoting changes if necessary. At the methodological level, the intervention, conducted with 51 first-year-secondary students, followed health promotion principles and employed active, participatory methodologies to foster critical thinking about dietary habits. The five-session programme included diagnostic assessments, group activities analyzing product sugar content, and reflective discussions. Evaluation was based on formative and shared assessment processes. The results highlight the normalization of sugary drinks among adolescents, with many unaware of the sugar levels in seemingly healthier options. However, the intervention promoted meaningful learning, with students reflecting on their habits. The study suggest that such interventions could contribute to a change in eating habits within a health-promotion framework.

Task-Based Learning in University Classrooms: Proposal for an Instrument

María del Rosario Mendoza Carretero, Pedro Jurado de los Santos — Fri, 19 Dec 2025 00:00:00 +0100

Learning involves acquiring and/or transforming knowledge, skills, attitudes and values through an internal dialogue between what is already known and what is being incorporated, in relation to the environment and concrete experiences. Task-based learning, articulated around tasks concerning a real problem with different levels of difficulty, allows students to solve them in order to acquire competences. The aim of this research is to design a questionnaire based on task-based learning in university classrooms, in order to identify the opportunities that university teachers provide for students to experiment and explore while performing their tasks, as well as to find out how task-based learning is developed in university classrooms. The instrument is divided into two dimensions (1. Socio-demographic data; 2. Task-based learning) and consists of 44 single, multiple and open-ended items. It has been validated by 7 experts from different academic disciplines (education, psychology and philology). The instrument presented here will make it possible to find out how learning takes place in university classrooms, to detect needs and to establish actions that contribute to quality education.

Exploring an Innovative Method in Teacher Exam Preparation: Cooperative Learning

Unai Torre Duo, Javier Fernández-Río — Fri, 19 Dec 2025 00:00:00 +0100

Research on the preparation for teacher competitive exams is quite limited (Aguilar et al., 2016). Hence, the study aimed to evaluate the impact of an innovative methodological approach, cooperative learning, on teacher exam preparation. The study included 52 candidates for Early Childhood Education (1 male and 51 females; aged 23-50): 26 of them (one class group) were part of the experimental group, which followed a cooperative learning-based program, while the other 26 (one class group) were in the control group, following a traditional approach. The study followed a quasi-experimental design (pretest, post-test) with a mixed qualitative-quantitative methodology. Data was collected using a validated questionnaire and an open-ended question. Quantitative results revealed that only participants in the experimental group significantly improved in the five aspects of cooperative learning: social skills, group processing, positive interdependence, promotive interaction, and individual accountability. Qualitative findings identified five positive themes: mutual assistance, learning, motivation, social relationships, and transfer, as well as two negative themes: increased workload and fears. Cooperative methodology emerged as a highly positive approach for teacher competitive exam preparation. Moreover, this study emphasizes the importance of exploring diverse approaches and paves the way for new research in educational methodology, specifically in the context of teacher competitive exam preparation.