Social Science Pedagogy as a Way of Integrating Sustainable Education and Global Citizenship into the Initial Training of Pre-Primary Teachers

Abstract

The main objective of this research was to demonstrate the integration of international and national strategies in education for sustainable development and global citizenship into initial teacher training. The researchers analyzed the outcomes of a feminist teaching strategy based on family trees, focusing on the usefulness of social science pedagogy in developing critical thinking among pupils. They also attempted to enhance teachers’ digital literacy and make progress in reflecting on its functioning and use. The research used mixed methods, and the research instrument was a questionnaire using Likert-type scales validated by specialists from several universities. It was deployed in the module Didáctica del Conocimiento del Medio Social y Medioambiental (Pedagogy of Knowledge of the Social and Cultural Environment) of the Bachelor’s Degree in Pre-Primary Education at the University of Alicante. Using historical research with a gender perspective, the trainee teachers investigated their family trees, focusing on the women in their families. They also carried out a speculative exercise to aid reflection on their contributions as teachers in support of equal education. The results obtained showed that this was a novel and useful educational activity, which inspired participants to work for a fair and democratic global citizenship based on coeducation.

The Impact of a Training Program Based on Next-Generation Science Standards on Scientific Inquiry

“…Science teaching is milestone for school students [43,44], so it is necessary to engage science teachers in training program to advance their teaching [45]. The present research was intended to verify the impact of a training program on science teachers' practices.…”

Sociology and Contemporary Education Social Observation in Cultural Fabric and Garment Oversight in Makeni, Bombali District, Northern Sierra Leone

“…The pedagogical education concept has offered contemporary paths to advance instruction and has guaranteed extraordinary accomplishment in education and vocational growth; numerous educators and social researchers have administered pedagogical education concept in curricula (Diez, 2021;Riedy et al, 2023). Similarly, universal contest and collaboration have intensified; (Nicholson, 2023).…”

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

“…In this sense, the Educational 2030 Framework for Action (FFA) examines the learning outcomes to prepare students to become active citizens. Higher Education is the setting to deliver a fair and sustainable education and social development (Diez et al 2021).…”

“…Social Science pedagogy should train students to develop critical thinking based on social justice and democracy as pillars of democratic citizenship competence. In an increasingly diverse changing society, wherein concepts are continually questioned, the critical spirit of students must be taught and trained to nurture a critical understanding based on justice, and thus influence the formation of active and committed citizens (Dam and Volman 2004;Diez et al 2021;Pagès and Santisteban 2011). This paper presents a line-up of Social Sciences cases of good innovative education practices in Initial Teacher Education at the University of Andorra, conducted with students of the Bachelor of Science in Education through the challenge-based learning (CBL) methodology.…”