Abstract:

In the module Classroom Management for 1st year Master Students in Teaching, our primary aim was to foster engagement and learning among pre-service teachers through the integration of active learning methodologies and educational technologies. Adopting a flipped learning approach, students were tasked with reviewing recommended literature before the class sessions. During face-to-face classes, the teacher facilitated debates centered around the assigned readings, with a focus on potential implications for student behavior and commitment. Various topics were explored, including active learning methodologies, educational technologies, disciplinary challenges, and effective classroom management strategies related to space, time, and educational resources.

Assessment intended to prepare students for their future professional activity. They chose their preferred assessment approaches after discussing the available options. Throughout the semester, they were exposed to a range of digital tools and engaged in different active learning methodologies such as Flipped Learning, Peer Instruction, Aronson Puzzle, Station Rotation, Escape Room Edu, and gamification. Additionally, as part of group work, students were given the choice between creating an Escape Room Edu or implementing a Station Rotation activity. They learned on the distinction between concept maps and mental maps as tools for knowledge structuring.

The assessment process involves both group and individual projects. The individual project encompasses four components:
(i) a concept map about the active learning methodologies covered during the semester,
(ii) a mental map focusing on a selected active learning methodology,
(iii) a quiz related to a topic from their prospective teaching subjects, and
(iv) a 5-minute video lesson. This project encouraged students to explore and reflect on diverse teaching methodologies.

This case study aimed to analyze students’ engagement, commitment, and critical perspectives related to active learning approaches. The following research questions were addressed:
a) To what extent did students perceive and appreciate the structured course format and their active engagement in various learning activities throughout the semester?
b) Did students recognize the effectiveness and value of participating in group work and individual project in equipping them with the necessary skills for implementing diverse teaching methodologies?

Data was collected during the semester in a teacher’s journal and through two questionnaires. One questionnaire intended to characterize students' demographic information, and their knowledge about active learning approaches and digital tools. The second questionnaire was about students’ reflection on assessment, and their reaction to group work and the individual project, as suggestions to improve the course. The questionnaire responses were subjected to quantitative, descriptive, inferential, and correlational analyses to address the research questions.

The majority of participants were between 21-23 years old (74,3%), and predominantly female (69,2%). Throughout the semester, 20 group projects were undertaken, with most groups opting for a Station Rotation format. Additionally, 82 students completed individual projects. Results and conclusions derived from this study will be presented in the full paper presentation.

Keywords:

Pre-service teacher, assessment, apps, active learning.