Noción de ciudadanía en estudiantes de pedagogía

Fernández-Vega, Juan Pablo; Cárcamo-Vásquez, Héctor

doi:10.15359/ree.21-2.4

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Learning contexts are generated in which the pupils develop social and civic attitudes, contributing solutions, fundamentally for environmental imbalances and run-down places. Critical positions and attitudes are guaranteed, in line with a civic and social, as well as a critical and active, education (Fernández-Vega and Cárcamo-Vásquez, 2017;Santisteban-Fernánez et al, 2020), at least, with an indirect impact on society. The subject is taken to be a learning framework for pupils who are more competent and more committed towards what has been learned, with the belief that this will be translated into an educational improvement and, also, into social progress (Alexandre, 2016;Anderson, 2015).…”

Section: Discussionmentioning

confidence: 99%

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

Riveiro-Rodríguez

Domínguez-Almansa

Facal

et al. 2021

Humanit Soc Sci Commun

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This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, due to its characteristics, requires training extending beyond disciplinary knowledge, thus impeding better performance and a greater degree of learning among pupils. The study was organised in three axes: (a) observation of the teaching and learning process in schools (n = 3); (b) teacher’s conceptions (n = 38) on the subject, its context and their pupils’ learning; and (c) pupils’ reflections (n = 70) derived from their learning process. The objectives were: (1) to elaborate a theoretical substantiation for the subject and, in accordance with it, making a critical analysis of the practices observed; (2) to analyse how teachers conceive the subject; and (3) to analyse the pupils’ reflections regarding the experience and to what extent they acquire social, civic and/or academic skills. The methodology was qualitative, using in the data analysis a quantitative perspective too. The instruments used were the participant observation, interviews, a closed questionnaire and a semi-opened questionnaire. The results are presented in a descriptive-interpretative way, but also quantitative. It can be advanced that teachers designed the subject in line with Place-Based Education and Heritage Education, but the lack of specific training in those theories ends up blurring their holistic approach in the nearby places. Teachers show similar conceptions about the subject and its teaching process. And the majority of students value positively the methodology used in the initiatives and acquire a socio-critical consciousness.

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Section: Discussionmentioning

confidence: 99%

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

Riveiro-Rodríguez

Domínguez-Almansa

Facal

et al. 2021

Humanit Soc Sci Commun

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A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Saavedra¹,

Philominraj²,

Urzúa³

et al. 2022

JSSH

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Value education for preservice university teachers is an unavoidable task, given the level of authority they exercise in the lives of children and young people. The objective of the current study was to understand the perception of values held by preservice teachers from a regional university in Chile set in a multicultural context. The aim was to analyze the opinions of Chilean university preservice teachers on a set of values. The research was designed within the quantitative framework using a Likert scale questionnaire, applied to 319 pedagogy university students. The participants’ responses were analyzed with statistical tools, and the results revealed that the participating students valued more significant aspects of affectivity, morals, and ecology. As reported by the participants, the least preferred values were instrumental and religious. These findings are significant for decision-making and consistent implementation to improve pedagogical training in accordance with today’s society’s problems and educational needs. The article ends with a conclusion, implications, and limitations of the current research.

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Noción de ciudadanía en estudiantes de pedagogía

Cited by 2 publications

References 4 publications

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

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