La concepción del patrimonio en el profesorado en formación de Educación Infantil

Moreno-Vera, Juan Ramón; Fernández, José Antonio López; Atalaya, Santiago Ponsoda López de

doi:10.30827/profesorado.v26i1.13789

Cited by 11 publications

(18 citation statements)

References 20 publications

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“…Other works that have preceded ours confirm the need for this type of study and, above all, to be able to incorporate these methodologies in the classroom, for which it is essential that future teachers receive the best possible training (Cuenca 2013;Estepa et al 2005;Fontal et al 2012;Fontal and Ibáñez 2017;López-Fernández et al 2021;Moreno-Vera et al 2022;Morote and Colomer 2021;Yáñez andGómez-Trigueros 2021, 2022). In this sense, it is essential to introduce an aspect that, despite not being the specific object of this article, is closely linked and is therefore undeniable.…”

Section: Discussionsupporting

confidence: 63%

Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

Aldecoa

Trigueros

2022

Social Sciences

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This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students’ digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship.

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Section: Discussionsupporting

confidence: 63%

Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

Aldecoa

Trigueros

2022

Social Sciences

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“…Cronbach's alpha values from 0.5 to 0.6 are acceptable, those from 0.6 to 0.9 are positive and those between 0.9 and 1 are very strong. In addition, the split-half Guttmann's test was made with a result of 0.901, which indicates a high internal reliability of the items, according to previous social sciences education research studies like Gestsd ottir et al ( ), G omez-Carrasco et al (2019 or Moreno-Vera et al (2022a).…”

Section: Forced Blendedlearning Programmentioning

confidence: 93%

Analysis of a forced blended-learning program in social sciences higher education during the COVID-19 post-pandemic

Carrasco

Lucena

Moreno-Vera

et al. 2022

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PurposeThe main goal of this investigation is to analyze the implementation of a forced blended-learning program in social sciences higher education in a post-pandemic COVID-19 context. To reach that target, the authors suggest two specific objectives (S.O.): S.O.1 To analyze the motivation, the resources and the learning effectiveness of the program. S.O.2 To establish the differences emerged between the participants.Design/methodology/approachThe blended-learning program selected was based on the flipped-classroom model (Krasulia, 2017). The implementation consisted of a 20-min flipped classroom to flexibly follow the theoretical contents through self-elaborated videos uploaded on YouTube and adapted to all kinds of devices, two online theoretical hours driven by the teacher on the Zoom application per week with the whole group to augment explanations and solve doubts and two hours of face-to-face interaction to work cooperatively in small groups of 4–5 students per week. During these practical lessons, the students completed exercises, research reports, oral presentations and a gamification quiz developed each week through the Socrative application to keep the students engaged.FindingsAll the participants agree in very positively valuating the small-group seminars and the teacher's role in the process. This is surely caused because of the pandemic fatigue and the restrictions (Mali and Lim, 2021) that were running during the fall semester of year 2020/2021 when in Spain lived the in-between of the second and third wave of SARS-CoV2. So, as educators and investigators, the authors encourage teachers to incorporate face-to-face interaction elements in forced blended-learning programs, to include seminars in small groups to work cooperatively and to provide the students support and a quick resolution of doubts.Originality/valueThis study provides a significant value in support of a number of studies cited in the study. The study highlights the need for a standardised application of active methods in a standardised way.

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“…En el caso español, son múltiples las propuestas de innovación (Cuenca, 2003;Farrujia et al, 2022) En España se han desarrollado distintos proyectos de investigación para valorar precisamente cuál es la concepción del patrimonio y de su didáctica por parte del alumnado universitario en formación (futuros profesores de infantil y primaria). Estos proyectos son más abundantes para la etapa de educación primaria (Cuenca, 2003;Estepa, Ávila y Ruiz, 2007;Moreno y Ponsoda, 2018;Fontal, García y Aso, 2020;Gillate, Castrillo, Luna y Ibáñez, 2021;Castrillo, Gillate, Luna y Ibáñez, 2022), pero menos frecuentes para la de infantil (Moreno et al, 2022). En general, reflejan que el alumnado tiende a identificar el patrimonio cultural con los monumentos, edificios, castillos, iglesias y, en menor medida, con las obras que se encuentran conservadas en museos.…”

Section: Antecedentes: En Torno a La Conceptualización Del Patrimoniounclassified

El patrimonio indígena como realidad controversial en la formación inicial del profesorado de primaria en Canarias y México

Rosa

Henríquez²,

Martínez³

2023

reidics

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En este artículo presentamos los resultados de un proyecto de innovación y transferencia educativa, desarrollado entre la Universidad de La Laguna y la Universidad Autónoma de Baja California. El mismo se basó en el trabajo activo y cooperativo del alumnado de los grados de maestro/a en primaria de ambas universidades, a partir de un entorno colaborativo virtual. La principal finalidad formativa perseguía que el estudiantado universitario analizará críticamente una herramienta educativa muy presente en la enseñanza de las Ciencias Sociales, como es el libro de texto, que trabajara con un patrimonio controversial como el indígena y que enriqueciera su concepción sobre el patrimonio cultural. Para ello se diseñó una secuencia didáctica en tres fases (planificación, diseño y elaboración de informes y evaluación) fomentando el aprendizaje activo y el uso de entornos virtuales. Para evaluar de forma general los resultados del proyecto se elaboró un cuestionario con preguntas abiertas y cerradas para conocer la percepción del alumnado participante. A partir de los datos obtenidos se observa la necesidad de relacionar la educación patrimonial con la realidad política, ideológica y económica inmediatas, para que el profesorado en formación desarrolle el pensamiento reflexivo y crítico y sea consciente del papel de la educación en la transformación de la realidad. Con este proyecto, en suma, se evidencia la necesidad de poner en práctica recursos educativos, pedagógicos y tecnológicos que posibiliten el aprendizaje activo del alumnado, a partir del análisis crítico de los libros de texto desde la didáctica de las Ciencias Sociales.

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La concepción del patrimonio en el profesorado en formación de Educación Infantil

Cited by 11 publications

References 20 publications

Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

Analysis of a forced blended-learning program in social sciences higher education during the COVID-19 post-pandemic

El patrimonio indígena como realidad controversial en la formación inicial del profesorado de primaria en Canarias y México

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