Browsing by Subject "Preservice teacher"

Now showing 1 - 3 of 3
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    Alfabetización ambiental del profesorado de Educación Infantil y Primaria en formación inicial
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2022) Guerrero Fernández, Alicia; Rodríguez Marín, Fátima; Solís Ramírez, Emilio; Rivero García, Ana
    La alfabetización ambiental de la ciudadanía se ha convertido en una necesidad ante la grave situación de crisis ecosocial en la que nos encontramos. Para lograrlo, es esencial formar a los docentes de los niveles básicos de enseñanza, de manera que puedan orientar la enseñanza de las ciencias hacia la toma de conciencia de los problemas socioambientales de nuestro mundo y promueva conductas responsables desde una perspectiva crítica, reflexiva, activa y resiliente. Dichas conductas deben incluir acciones individuales y colectivas dirigidas a mitigar los problemas, pero también a promover la adaptación a un posible futuro contexto de decrecimiento. Este trabajo persigue dos objetivos: 1) Describir la alfabetización ambiental de los docentes en las tres dimensiones contempladas: a) conocimientos y habilidades, b) actitudes y emociones y c) comportamientos ambientales; 2) Avanzar en la detección de posibles tendencias en relación con las dimensiones planteadas. Ambos objetivos persiguen proponer una revisión en profundidad de la formación del profesorado atendiendo a los retos que plantea mejorar la alfabetización ambiental de los futuros docentes. Se utiliza el Cuestionario de Dimensiones Ambientales (CDA) con 162 futuros docentes de Educación Infantil y Educación Primaria. El análisis estadístico realizado permite caracterizar a los participantes en un nivel ecocéntrico (nivel medio de conocimientos y comportamientos ambientales y nivel alto de actitudes) y detectar algunas tendencias en algunas de las dimensiones estudiadas.
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    Future primary school teachers’ digital competence in teaching science through the use of social media
    (MDPI, 2021-03-05) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Didáctica de las Ciencias Experimentales; Facultad de Educación
    The digital revolution has transformed the ways of doing, acting, and training in the university field. For this reason, as an objective of this work, social media was used to generate and share knowledge related to sustainability, classification of living beings, and the functioning of the human body. The information was collected through questionnaires, that were completed before and after the intervention program, as well as the work carried out by the students. The participants were 131 students enrolled on the Primary Education degree course of the University of Murcia. The students were well aware of social media, although initially not their educational use. This perception changed when having to make concrete proposals with Instagram and Pinterest, since students valued the wide potential of the use of these networks in teaching. As a result of this intervention, 266 images were generated on Pinterest related to the classification of living beings and 67 about the devices and systems of the human body. Additionally, in terms of the activity on Instagram, 213 publications were created, reaching 1454 followers and 7885 likes. In addition, the participants recognized social media as a source of resources for education, and therefore teachers must explore all the possibilities they offer.
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    Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program
    (Universidad de Murcia. Servicio de Publicaciones, 2022) Wahleithner, Juliet Michelsen; Miller, Libbi R.
    Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds that often have different sets of values and different ways of viewing the world. The result is that, too often, educators adopt a deficit perspective. The goal of this study was to disrupt deficit thinking by introducing preservice teachers to the notion that students arrive in our classrooms with existing funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Through class activities and assignments, preservice teachers were introduced to the concept of funds of knowledge. This study examines the impact of introducing an asset- based perspective early in candidates’ preparation and asks what shifts occur in preservice teachers’ perspectives of their students and the resources those students bring when engaged in purposeful examination of their own and their prospective students’ cultural funds of knowledge.