El aprendizaje del espacio en didáctica de la Geografía: recursos tecnológicos y TPACK para adquirir la competencia espacial

Trigueros, Isabel María Gómez; Aldecoa, Cristina Yáñez de

doi:10.21138/dg.655

Cited by 2 publications

(3 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, most participants only studied landscape-related subjects during their compulsory secondary education, when they were barely 13-14 years old, when few students are sufficiently mature to grasp the relevance of such a basic but complex subject [33].…”

Section: Discussionmentioning

confidence: 99%

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Crespo Castellanos,

Martínez-Hernández,

Mateo Girona

et al. 2023

Education Sciences

View full text Add to dashboard Cite

The European Landscape Convention promotes the protection, management and planning of landscapes and organises international co-operation on landscape issues. Member states committed to implement measures such as promoting social education about landscapes. The convention stated that, although it was part of the education curricula in some countries, landscape education was to be expanded from a multidisciplinary perspective. The Education Act in force in Spain in 2008 (LOE, 2007), when the convention was ratified, included landscape in the syllabus, but not from as broad a perspective as that reflected in the ELC. Later education reforms have gradually increased the presence of the landscape in school curricula. This study examines landscape-related knowledge and awareness among current trainee primary school teachers, whose whole education has occurred under the umbrella of the ELC. This aims to assess whether the ELC’s targets have been met in terms of social awareness of landscape issues. A mixed questionnaire was designed, validated, and implemented in a sample of 322 students studying subjects related to the teaching of geography. The answers were analysed with descriptive and inferential statistics. The results reflect poor landscape-related knowledge and awareness, suggesting that the educational measures implemented since the ratification of the ELC have not been successful.

show abstract

Section: Discussionmentioning

confidence: 99%

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Crespo Castellanos,

Martínez-Hernández,

Mateo Girona

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Este programa tuvo su continuidad en otro de carácter interdisciplinar denominado "Investigación educativa en las áreas curriculares de ciencias experimentales, ciencias sociales y matemáticas" coordinado por la Dra. María Sánchez Agustí (2001-2015. A partir de esta fecha, las tesis doctorales del departamento se han integrado dentro del único programa de doctorado de la Facultad de Educación "Doctorado en Investigación Transdisciplinar en Educación" coordinado en la actualidad por la Dra.…”

Section: Ciencias Sociales En La Universidad De Valladolidunclassified

“…La evolución positiva, reflejada tras la comparación entre los resultados previos y posteriores a las intervenciones, evidencia la eficacia de las mismas de cara a promover una mejora en la autopercepción entre el futuro profesorado. Esta evolución positiva coincide con la mostrada por otras investigaciones que hacen uso del modelo TPACK en el marco de la formación del profesorado de Ciencias Sociales, (Beriswill et al, 2016;Cózar-Gutiérrez et al, 2015;Gómez Trigueros, 2015), reflejando que una orientación didáctica y conceptual adecuada permite mejorar la capacitación del profesorado de Ciencias Sociales durante su etapa de formación inicial.…”

Section: Sobre La Competencia Digital Docenteunclassified

Desarrollo competencial en la formación inicial del profesorado de Educación Secundaria de Geografía e Historia en la Universidad de Valladolid

Ferreira¹

View full text Add to dashboard Cite

More than a decade after the implementation of the Master's Degree in Secondary Education Teaching as a teacher training framework, it is evident the need, opportunity and importance of pausing to evaluate its achievements and challenges.In this sense, this doctoral thesis aims to contribute to the analysis and evaluation of initial training for prospective secondary education teachers. This research comprises a compendium of publications, based on articles published in various scientific impact journals, with a common thread of trying to keep working with the aim of improving secondary education initial teacher training. Each of the articles presented here responds to a specific objective of the research that was carried out, addressing, starting from a general scope to a more specific one, the initial training of secondary school teachers, and specifically those of the specialty of geography and history. First, we analyze, throughout different academic years, the teaching imaginary, expectations, and ideas regarding the training model for educators of the students in the Master's Degree in Secondary Education Teaching enrolled in the different specialties offered by the UVa. Next, focusing on the specialty of geography and history, the focus is placed on the teaching competences of secondary education prospective teachers, and seeks to understand the competence mastery perceived by the students of this specialty, as well as the importance attributed and the correspondence between both elements. Finally, the third study focuses on the digital competence for educators, examining whether the training offered through the subject Teaching Innovation in Geography, History and Art History has helped to foster this competence among students. This compendium is accompanied by a series of pages focused on the profession of teaching, and includes a review of European legislation and guidelines, as well as of the different models of teacher training in secondary education. The evolution of the Spain during the successive reforms and reform proposals is detailed through the contribution of the Social Science Didactics area of the University of Valladolid. Finally, a section of conclusions is presented, reflecting on the Master's Degree teacher training framework, on students' expectations, on the acquisition of teaching competences, and finally, on the development of the digital competence for educators. In addition, proposals for improvement are presented, and lines of research and future challenges are identified.

show abstract

El aprendizaje del espacio en didáctica de la Geografía: recursos tecnológicos y TPACK para adquirir la competencia espacial

Cited by 2 publications

References 11 publications

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Desarrollo competencial en la formación inicial del profesorado de Educación Secundaria de Geografía e Historia en la Universidad de Valladolid

Contact Info

Product

Resources

About