Departamento de Pedagogía
URI permanente para esta comunidadhttps://hdl.handle.net/10953/47
En esta Comunidad se recogen los documentos generados por el Departamento de Pedagogía y que cumplen los requisitos de Copyright para su difusión en acceso abierto.
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Examinando Departamento de Pedagogía por Autor "Burgos García, Antonio"
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Ítem Active methodologies and curricular sustainability in teacher training.(2023) Martínez Valdivia, Estefanía; Pegalajar Palomino, Mª del Carmen; Burgos García, AntonioPurpose – Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching- learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education. Design/methodology/approach – The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest). Findings – This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum. Research limitations/implications – One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted. Originality/value – This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.Ítem Social Responsibility and University Teacher Training: Keys to Commitment and Social Justice into Schools.(2020) Martínez Valdivia, Estefanía; Pegalajar Palomino, Mª del Carmen; Burgos García, Antonio(1) Background: International crisis situations (social, economic, health and education) need solutions. These situations need high doses of social responsibility among the population. In the educational field, different studies express that training future teachers in “Social Responsibility”, from ethics and social commitment; provides social justice and welfare in citizens. (2) Methods: This study developed a quantitative methodology; non-experimental and descriptive type. The research sample was university students registered in the Education Sciences degrees of different Spanish universities. The statistical analysis has been carried out with the SPSS software version 25 for Windows. (3) Results: The results express that the competence for social responsibility should be established in the university environment through training (university studies) contributing to the increase in the degree of social responsibility of the university student to face the changes of society (socially committed professional). (4) Conclusion: Social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers, since the quality and improvement of education will be determined by the real promotion of social responsibility as a basic competence in the curriculum of future teachers.