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Advances in Intelligent Systems and Computing 1266
The 11th
International
Conference
on EUropean
Transnational
Educational
(ICEUTE 2020)
Advances in Intelligent Systems and Computing
Volume 1266
Series Editor
Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences,
Warsaw, Poland
Advisory Editors
Nikhil R. Pal, Indian Statistical Institute, Kolkata, India
Rafael Bello Perez, Faculty of Mathematics, Physics and Computing,
Universidad Central de Las Villas, Santa Clara, Cuba
Emilio S. Corchado, University of Salamanca, Salamanca, Spain
Hani Hagras, School of Computer Science and Electronic Engineering,
University of Essex, Colchester, UK
László T. Kóczy, Department of Automation, Széchenyi István University,
Gyor, Hungary
Vladik Kreinovich, Department of Computer Science, University of Texas
at El Paso, El Paso, TX, USA
Chin-Teng Lin, Department of Electrical Engineering, National Chiao
Tung University, Hsinchu, Taiwan
Jie Lu, Faculty of Engineering and Information Technology,
University of Technology Sydney, Sydney, NSW, Australia
Patricia Melin, Graduate Program of Computer Science, Tijuana Institute
of Technology, Tijuana, Mexico
Nadia Nedjah, Department of Electronics Engineering, University of Rio de Janeiro,
Rio de Janeiro, Brazil
Ngoc Thanh Nguyen , Faculty of Computer Science and Management,
Wrocław University of Technology, Wrocław, Poland
Jun Wang, Department of Mechanical and Automation Engineering,
The Chinese University of Hong Kong, Shatin, Hong Kong
The series “Advances in Intelligent Systems and Computing” contains publications
on theory, applications, and design methods of Intelligent Systems and Intelligent
Computing. Virtually all disciplines such as engineering, natural sciences, computer
and information science, ICT, economics, business, e-commerce, environment,
healthcare, life science are covered. The list of topics spans all the areas of modern
intelligent systems and computing such as: computational intelligence, soft comput-
ing including neural networks, fuzzy systems, evolutionary computing and the fusion
of these paradigms, social intelligence, ambient intelligence, computational neuro-
science, artificial life, virtual worlds and society, cognitive science and systems,
Perception and Vision, DNA and immune based systems, self-organizing and
adaptive systems, e-Learning and teaching, human-centered and human-centric
computing, recommender systems, intelligent control, robotics and mechatronics
including human-machine teaming, knowledge-based paradigms, learning para-
digms, machine ethics, intelligent data analysis, knowledge management, intelligent
agents, intelligent decision making and support, intelligent network security, trust
management, interactive entertainment, Web intelligence and multimedia.
The publications within “Advances in Intelligent Systems and Computing” are
primarily proceedings of important conferences, symposia and congresses. They
cover significant recent developments in the field, both of a foundational and
applicable character. An important characteristic feature of the series is the short
publication time and world-wide distribution. This permits a rapid and broad
dissemination of research results.
** Indexing: The books of this series are submitted to ISI Proceedings,
EI-Compendex, DBLP, SCOPUS, Google Scholar and Springerlink **
Editors
123
Editors
Álvaro Herrero Carlos Cambra
Grupo de Inteligencia Computacional Grupo de Inteligencia Computacional
Aplicada (GICAP), Departamento de Aplicada (GICAP), Departamento de
Ingeniería Informática, Escuela Ingeniería Informática, Escuela
Politécnica Superior Politécnica Superior
Universidad de Burgos Universidad de Burgos
Burgos, Spain Burgos, Spain
Héctor Quintián
Department of Industrial Engineering
University of A Coruña
La Coruña, Spain
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
v
vi Preface
We would like to thank all the special session organizers, contributing authors,
as well as the members of the Program Committees and the Local Organizing
Committee for their hard and highly valuable work. Their work has helped to
contribute to the success of the ICEUTE 2020 event.
Organization
General Chair
Emilio Corchado
General Co-chair
Álvaro Herrero
International Advisory Committee
Veronika Peralta Université Francois Rabelais de Tours/Blois,
France
Carlos Pereira Polytechnic Institute of Coimbra, Portugal
Zhen Ru Dai Hamburg University of Applied Sciences,
Germany
Gabriel Michel University of Lorraine, France
Sorin Stratulat University of Lorraine, France
Daniela Zaharie West University of Timisoara, Romania
Paula Steinby Turku University of Applied Sciences, Finland
Alessandra Raffaetta University Ca’ Foscari of Venice, Italy
vii
viii ICEUTE 2020
Program Committee
Agueda Gras-Velazquez European Schoolnet, Belgium
Alessandra Raffaetta University Ca’ Foscari of Venice, Italy
Amaia Mesanza University of the Basque Country, Spain
Ana Lara University of Burgos, Spain
Ana Rosa Pereira Borges Coimbra Institute of Engineering, Portugal
Andreea Vescan Babes-Bolyai University, Romania
Angel Arroyo University of Burgos, Spain
Bárbara de Aymerich University of Burgos, Spain
Bruno Baruque University of Burgos, Spain
Carlos Cambra University of Burgos, Spain
Carlos Pereira Polytechnic Institute of Coimbra, Portugal
Carmen Benavides University of León, Spain
Colm O’Reilly CTY Ireland, Ireland
Damián Fernández University of Seville, Spain
Daniel Urda University of Burgos, Spain
Daniela Zaharie West University of Timisoara, Romania
David Aguilera University of Granada, Spain
David Alvarez Leon University of León, Spain
Deolinda Simões Coimbra Institute of Engineering, Portugal
Dominique Laurent Université Cergy-Pontoise, France
Dragan Simic University of Novi Sad, Serbia
Eduardo Solteiro Pires UTAD University, Portugal
Eloy Irigoyen University of the Basque Country, Spain
Esteban Jove UDC, Spain
Estibaliz Apiñaniz University of the Basque Country, Spain
Federico Divina Pablo de Olavide University, Spain
Fernanda Brito Correia Polytechnic Institute of Coimbra, Portugal
Francisco Gómez-Vela Pablo de Olavide University, Spain
Francisco Martínez-Álvarez Pablo de Olavide University, Spain
Francisco Zayas Gato University of A Coruña, Spain
Gabriel Michel University of Lorraine, France
Ileana M. Greca University of Burgos, Spain
Inmaculada Trinity College Dublin, Ireland
Arnedillo-Sánchez
Irene Arriassecq UNICEN, Argentina
Isabela Dramnesc West University of Timisoara, Romania
Isaias Garcia University of León, Spain
J. David Nuñez-Gonzalez University of the Basque Country, Spain
Jairo Ortiz-Revilla University of Burgos, Spain
Jean-Yves Antoine University of Tours, France
Jennifer Bruton Dublin City University, Ireland
Jesús Chacón Complutense University of Madrid, Spain
Jiri Dvorsky VSB - Technical University of Ostrava, Czechia
ICEUTE 2020 ix
Program Committee
Alina Doroch SSW Collegium Balticum, Poland
Ana Cunha Lusofona University, Portugal
Concetta Sigona University of Burgos, Spain
Onorina Botezat Dimitrie Cantemir Christian University, Romania
Paola Clara Leotta University of Catania, Italy
Ramona Mihaila Dimitrie Cantemir Christian University, Romania
Zut Koczalska ZUT, SJO, Poland
Alina Doroch SSW Collegium Balticum, Poland
xi
xii Special Sessions
Program Committee
Miriam Lorenzo Bañuelos University of Burgos, Spain
Natalia Muñoz-Rujas University of Burgos, Spain
Pedro Luis Sánchez Ortega University of Burgos, Spain
Wilco M.H. Verbeeten University of Burgos, Spain
Program Committee
Eduardo Montero García University of Burgos, Spain
Fatima E. M. Mhamdi Alaoui University Chouaib Doukkali El Jadida, Morocco
María Consuelo University of Burgos, Spain
Sáiz Manzanares
Miriam Lorenzo Bañuelos University of Burgos, Spain
Natalia Muñoz-Rujas University of Burgos, Spain
Program Committee
Amaia Mesanza University of the Basque Country, Spain
Ana Boyano University of the Basque Country, Spain
Estibaliz Apiñaniz University of the Basque Country, Spain
Felipe Nunez Technological University of Chile INACAP,
Chile
Francisco Martínez-Álvarez Pablo de Olavide University, Spain
Special Sessions xiii
Program Committee
Adela Has University of Osijek, Croatia
Antonio Morales-Esteban University of Seville, Spain
Jorge Reyes NT2 Labs, Chile
Khawaja Asim PIEAS, Pakistan
Laura Melgar-García Pablo de Olavide University, Spain
María Victoria Requena University of Seville, Spain
García de la Cruz
Marinela Knežević University of Osijek, Croatia
Organising Committee
Emilio Corchado University of Salamanca, Spain
Héctor Quintián University of A Coruña, Spain
Carlos Alonso de Armiño University of Burgos, Spain
Ángel Arroyo University of Burgos, Spain
Bruno Baruque University of Burgos, Spain
Nuño Basurto University of Burgos, Spain
Pedro Burgos University of Burgos, Spain
David Caubilla University of Burgos, Spain
Leticia Curiel University of Burgos, Spain
xiv Special Sessions
xv
xvi Contents
1 Introduction
The quality of initial teacher education programs has been often determined by student
teachers’ readiness for the profession [21]. Attaining readiness for the profession is, in
turn, connected to student teachers’ competences [9,12]. Ensuring competent teachers
are recruited for the teaching profession is, therefore, a primary goal for initial teacher
education institutions.
Different factors influence the extent to which initial teacher education programs
accomplish their purpose. The literature highlights the recruitment system [17], the
content of the program [7], the theory-practice linkage [1], the existence of well-defined
standards [6], or the preparation of teacher educators [20] as some of these factors.
© The Editor(s) (if applicable) and The Author(s), under exclusive license
to Springer Nature Switzerland AG 2021
Á. Herrero et al. (Eds.): ICEUTE 2020, AISC 1266, pp. 3–10, 2021.
https://doi.org/10.1007/978-3-030-57799-5_1
4 L. Muñiz-Rodríguez et al.
2 Theoretical Framework
The CIPO model [18] distinguishes four components that define education as a pro-
duction system in which Inputs (I) are transferred into Outputs (O) through a Process
(P) influenced by a Context (C). Therefore, this model serves as an analytic framework
to identify educational quality indicators [5]. Considering the main research aim of the
study, this paper focuses on the last two components (P and O).
The process component concerns the pedagogical activities determining the tran-
sition of inputs into outputs. In the case of initial teacher education, the process refers to
student teachers’ opportunities to develop professional teaching competences during
the program. Although the structure of initial teacher education programs might vary
between universities, they commonly incorporate a theoretical and a practical com-
ponent. In this sense, the development of professional teaching competences is influ-
enced by both the theoretical courses and the field experiences. In [7] the authors
emphasize that the stronger the linkage between the later components, the larger the
impact of initial teacher education programs. Previous studies stress how practical
experiences significantly influence future teachers’ beliefs and personal mission in view
of teaching [4,10]. Research focusing on the efficacy of initial teacher education
highlights this theory-practice connection and its balance [1]. Therefore, teaching
competences should be measured from both a theoretical and a practical perspective.
Up to now, no established system is available to measure teaching competences.
Previous studies relied on the perceptions of student teachers and teacher educators
about the level of development of professional teaching competences during initial
teacher education as quality process-indicators [2]. Building on this approach, in [8] the
authors found significant correlations between future teachers’ perceptions and their
sense of self-efficacy, which is correlated with student achievement. Process-indicators
measuring teaching competences are usually based on a framework reflecting a com-
mon understanding about the competences student teachers should master after
Are Secondary Mathematics Student Teachers Ready for the Profession? 5
completing their initial teacher education [9]. Despite the lack of international con-
sensus, several validated frameworks are available in the academic literature [15].
The output component alludes to learner achievement in terms of competence
development. In the context of initial teacher education, output applies to the extent
initial teacher education programs accomplish their purpose, i.e., the actual acquisition
of teaching competences [3,6]. Building on former research, two types of output-
indicators are adopted. A first output-indicator builds on the perceptions of student and
graduate teachers about their competence development level. As a second output-
indicator, stakeholders’ perceptions about the effectiveness of initial teacher education
programs to prepare future teachers for the profession is used.
3 Method
This research study builds on an exploratory quantitative design to determine the level
of pursuance and attainment of competences during initial teacher education programs
for future secondary mathematics teachers. Two research questions are investigated:
(1) To what extent are teaching competences pursued during an initial teacher edu-
cation program for future secondary mathematics teachers? and (2) To what extent are
initial teacher education programs effective in preparing future secondary mathematics
teachers for the profession?
3.1 Participants
This study builds on data from student teachers, teacher educators, mentors, and
graduate teachers from initial teacher education programs for future secondary math-
ematics teachers in Spain. The sample consisted of 315 individuals, distributed among
four stakeholder groups: secondary student teachers enrolled in an initial teacher
education program for future secondary mathematics teachers (95), mathematics tea-
cher educators teaching in an initial teacher education program for future secondary
mathematics teachers (95), mentors supporting field experiences in secondary educa-
tion schools (96), and graduate secondary mathematics teachers (29). The reader
notices graduate teachers represent the smallest subsample. Due to privacy reasons, no
direct contact information of these individuals could be obtained from initial teacher
education institutions. Participants represent 47 of the 55 Spanish universities – 36
public and 11 private – and 86 secondary education schools in Spain – 79 public and 7
private.
Student teachers participating in the study (95) were on average 29.35 years old
(standard deviation = 7.33), and graduate teachers (29) were 31.28 years old (standard
deviation = 8.38). Around 59% of student teachers and 62% of graduate teachers were
female.
Data showed a slightly larger proportion (60%) of male teacher educators (95). The
largest proportion of teacher educators was tenured (65.3%) at full professor or asso-
ciate professor level holding a PhD. Other teacher educators were tenured as lecturer or
got non-tenured jobs as assistant professor or teaching assistant. Average teaching
experience was 23.49 years (standard deviation = 10.50) and 7.29 years (standard
6 L. Muñiz-Rodríguez et al.
4 Results
Table 1 summarizes the perceptions of each stakeholder group as to the extent each
competence cluster is pursued during the initial teacher education program for future
secondary mathematics teachers in Spain. For student and graduate teachers, a dis-
tinction is made between the theoretical and the practical component.
Participants perceive most competences are not being intensively pursued during
their initial teacher education. Results reflect heterogeneous responses between
stakeholders in all competence clusters, except in the mathematical content knowledge
domain. Student and graduate teachers’ answers are more critical than those of teacher
educators and mentors. When focusing on the theory-practice gap, student and graduate
teachers perceive higher pursuance levels in theory than in practice.
Are Secondary Mathematics Student Teachers Ready for the Profession? 7
Table 1. Multi-stakeholder perspective about the pursuance level of each competence cluster.
Student teachers Teacher educators Mentors Graduate teachers
Theory Practice M(SD) M(SD) Theory Practice
M(SD) M(SD) M(SD) M(SD)
MCK 3.85(1.69) 3.26(1.60) 4.21(1.59) 3.66(1.46) 3.74 (1.70) 3.29(1.68)
MPK 3.79(1.53) 3.68(1.61) 4.58(1.27) 4.83(1.20) 4.28 (1.73) 3.97(1.74)
TLP 4.19(1.48) 3.88(1.64) 5.07(1.25) 4.89(1.25) 4.57 (1.63) 4.25(1.80)
CM 3.61(1.61) 3.50(1.69) 4.73(1.28) 5.13(1.32) 4.53 (1.70) 4.02(1.77)
LP 4.47(1.49) 4.15(1.64) 5.22(1.18) 5.17(1.25) 4.94 (1.58) 4.66(1.79)
AM 3.62(1.70) 3.29(1.68) 4.50(1.32) 4.75(1.44) 4.47 (1.86) 4.33(1.89)
DP 4.16(1.70) 3.56(1.77) 4.40(1.49) 4.79(1.40) 4.93 (1.66) 4.32(1.88)
ID 3.98(1.70) 3.34(1.78) 4.31(1.44) 4.71(1.50) 4.76 (1.75) 3.95(1.74)
TK 4.57(1.62) 4.02(1.98) 5.44(1.46) 4.96(1.38) 5.41 (1.72) 5.21(1.93)
CS 3.67(1.88) 3.47(1.96) 4.57(1.54) 4.92(1.51) 4.69 (1.63) 4.45(2.01)
CSO 3.23(1.67) 2.79(1.69) 3.83(1.49) 3.87(1.69) 4.00 (1.87) 3.67(1.97)
PC 4.02(1.75) 3.72(1.92) 4.87(1.52) 4.86(1.44) 4.71 (1.81) 4.45(2.02)
Note. Minimum score: 1. Maximum score: 7. M: Mean. SD: Standard Deviation.
Table 2 summarizes the perceptions of student and graduate teachers about the
extent to which each competence cluster is attained during the initial teacher education
program. The results show all competence clusters are rated significantly low.
Table 2. Student and graduate teachers’ perceptions of the attainment level of each competence
cluster.
Competence cluster Student teachers Graduate teachers
M(SD) M(SD)
MCK 3.46(1.79) 3.53(2.00)
MPK 3.67(1.59) 4.19(1.81)
TLP 4.06(1.59) 4.43(1.68)
CM 3.62(1.68) 4.09(1.68)
LP 4.29(1.61) 4.64(1.67)
AM 3.71(1.81) 4.26(1.85)
DP 3.96(1.76) 4.56(1.73)
ID 3.73(1.73) 4.40(1.71)
TK 4.31(1.85) 5.07(1.87)
CS 3.72(1.87) 4.21(1.80)
CSO 3.35(1.72) 3.74(1.69)
PC 3.79(1.76) 4.34(1.95)
Note. Minimum score: 1. Maximum score: 7. M: Mean. SD:
Standard Deviation
8 L. Muñiz-Rodríguez et al.
Participants were asked to rate the effectiveness of the initial teacher education
programs to prepare future secondary mathematics teachers for the profession. The
average effectiveness rate is low from the four stakeholder perspectives: student
teachers (mean = 3.52, standard deviation = 1.46), teacher educators (mean = 4.81,
standard deviation = 1.40), mentors (mean = 4.75, standard deviation = 1.27), and
graduate teachers (mean = 3.90, standard deviation = 1.59). Student and graduate
teachers’ perceptions are more critical than those of teacher educators and mentors.
5 Discussion
This research study aims at exploring the quality of initial teacher education programs
in terms of student teachers’ mastery of related competences from a multi-actor per-
spective. Building on student and graduate teachers’ perceptions (see Table 1), all
competences are insufficiently pursued; both in theory and in practice. The weak
application of competences during field experiences explain the differences between the
theoretical and the practical component. Previous research suggests establishing
stronger school-university partnerships to bridge this theory-practice gap [19].
The low pursuance levels are clearly reflected in student and graduate teachers’
perceived attainment of their teaching competences (see Table 2). The latter is not
reassuring whether initial teacher education programs in Spain adequately train future
secondary mathematics teachers and whether these are being prepared for the teaching
career. The former also pushes the need to develop and implement alternative strategies
to strengthen the full range of teaching competences in student teachers. In view of this,
several authors propose innovative approaches to develop student teachers’ compe-
tences for teaching mathematics in secondary education [16]. For instance, in [11] the
authors suggest incorporating active learning and simulation approaches to engage
student teachers in mathematical reasoning. Next to alternative learning strategies, the
findings also reinforce the idea to define benchmark criteria in view of competence
development in Spain. Though the above results were based on student teachers’
perceptions, also other stakeholders admit student teachers’ competence attainment is
low. This emphasizes the critical voices stating initial teacher education hardly has an
added value for future secondary mathematics teachers in Spain. The findings also raise
concerns about the extent to which enough attention is paid to the continuous pro-
fessional development of mathematics teachers in secondary education.
Teacher educators and mentors play an essential role in the preparation of future
teachers. In line with previous national research [22], our data point at the limited
experience and expertise of both stakeholder groups. It seems there are no specific
requirements or professional trajectories to become teacher educator or mentor in an
initial teacher education program in Spain. Authors explain that teacher educators and
mentors are rather selected according to availability of teaching credits, instead of their
career profile [23]. In this sense, Spain is not an exception. In most countries, teacher
educators and mentors hardly receive formal training in view of their work. They rather
learn through experience, with little institutional and professional support. Also [20]
stresses that the career of teacher educators and mentors seems the only professional
educational position not requiring formal training. Notwithstanding, some countries
Are Secondary Mathematics Student Teachers Ready for the Profession? 9
Acknowledgements. This research has been partially supported by the Spanish MINECO
project (TIN2017-87600-P).
References
1. Allen, J.M., Wright, S.E.: Integrating theory and practice in the pre-service teacher education
practicum. Teach. Teach. 20(2), 136–151 (2013)
2. Bhargava, A., Pathy, M.: Perception of student teachers about teaching competencies. Am.
Int. J. Contemp. Res. 1(1), 77–81 (2011)
3. Buchberger, F., Campos, B.P., Kallos, D., Stephenson, J.: Green paper on teacher education
in Europe. Thematic Network on Teacher Education in Europe, Umea (2000)
4. Caires, S., Almeida, L.: Teaching practice in initial teacher education. Its impact on student
teachers’ professional skills and development. J. Educ. Teach. 31(2), 111–120 (2005)
5. Cuyvers, G.: Kwaliteitsontwikkeling in Het Onderwijs. Garant, Antwerpen (2002)
10 L. Muñiz-Rodríguez et al.
"Erotkaa!"
"Poikanne?"
"Ei ole tapani peljätä", virkkoi toinen ylväästi. "Koska minun pitää
lähteä?"
"En."
"Lähden pois; minun täytyy se tehdäkin, sillä jos jään, olen iäksi
kuollut. Mutta jos olen poissa, voi käydä niinkin, että vielä kutsuvat
minut takaisin. Olaj beg on järkimies; vainajata hän ei voi mihinkään
käyttää, elävällä sitävastoin on arvoa, jos esim. tahtoo orjakauppaa
hieroa. Pahimmassa tapauksessa hän heitättää minut tyrmään.
Ainahan voi jotakin uskaltaa."
Sitten hän antoi hevoselleen uuden iskun, joka tosin oli tarkoitettu
triumvireille, mutta jonka tuo luontokappale alistuen sieti. Pureva
tuuli alkoi puhaltaa. Csalanos-lammikon takaa kuului etäistä tohinaa
ja melua: tatarien leirielämän kohua.
"On hyvä, että olette tullut hevosen selästä, sillä minä aijon heti
nousta satulaan. Tulkaa tänne muurin suojaan, mutta heti, ja
antakaa minulle viitta."
"Oletko mieletön?"
Maks vastustelihe.
Czinna kääntyi.
Beg Olaj katseli nyt viitan selkäpuolta. Sitten hän hyppäsi
satulasta, heittäytyi Czinnan eteen maahan ja suuteli kolmesti viitan
lievettä. Czinna tuijotti häneen suurilla mustilla silmillään, hän luuli
uneksivansa.
7.
"Älä lorua!"
"Todellakin!"
"Kun Olaj beg sen näki, hyppäsi hän satulasta, suuteli sen lievettä
kolme kertaa ja kysyi hyvin nöyrästi, mitä minä suvaitsin käskeä.
Minä tietysti käskin heidän heti poistua seudulta. He noudattivatkin
määräystä ja lähtivät."
Hänen hämiänsä kesti toki vain tuokion; hän oli vanha, ovela kettu,
joka osasi helposti päästä aseman herraksi.