Publication: ¿Qué se ha investigado sobre formación inicial de maestras de Educación Infantil en ciencias? (2016-2024)
Authors
de Pro Chereguini, Carlos ; Cantó, José ; Robles Moral, Francisco Javier ; Romero Gutiérrez, Miguel
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Facultades de la UMU::Facultad de Educación
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Publisher
Universitat Autònoma de Barcelona; Universitat de Valencia
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DOI
https://doi.org/10.5565/rev/ensciencias.6591
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info:eu-repo/semantics/article
Description
Abstract
El estudio ofrece una visión general sobre cómo se ha desarrollado, en los últimos años, la investigación en didáctica de las ciencias experimentales en la formación inicial de maestras (FIM) de educación infantil (EI) en España, a partir del análisis de seis revistas y ocho congresos. De la revi-sión realizada se ha extraído toda la información en torno a cuatro dimensiones: cuánto se ha investi-gado, qué se ha investigado, cómo se investigado y qué conclusiones se han obtenido. Los resultados revelaron un aumento en la producción anual, carencias en la formación disciplinar y didáctica del futuro profesorado, y una ausencia de estudios centrados en los conocimientos profesionales para la docencia en EI. Se concluye que es fundamental dirigir la investigación hacia la didáctica específica y los aspectos profesionales para reducir la brecha entre investigación y práctica en la FIM de EI. ----------
This study, which is based on the analysis of six journals and eight conferences, provides an overview of how research in science education has developed in recent years with regard to the initial teacher training (ITE) of early childhood education (ECE) teachers in Spain. The review gathers information across four dimensions: how much has been researched; what has been researched; how the research has been carried out; and what conclusions have been reached. The findings reveal an increase in annual production, shortcomings in both the disciplinary and pedagogical preparation of future teachers and a lack of studies that are focused on the professional knowledge required for teaching in ECE. The study concludes that it is essential to direct research towards subject-specific pedagogy and professional aspects in order to reduce the gap between research and practice for the ITE of ECE.
This study, which is based on the analysis of six journals and eight conferences, provides an overview of how research in science education has developed in recent years with regard to the initial teacher training (ITE) of early childhood education (ECE) teachers in Spain. The review gathers information across four dimensions: how much has been researched; what has been researched; how the research has been carried out; and what conclusions have been reached. The findings reveal an increase in annual production, shortcomings in both the disciplinary and pedagogical preparation of future teachers and a lack of studies that are focused on the professional knowledge required for teaching in ECE. The study concludes that it is essential to direct research towards subject-specific pedagogy and professional aspects in order to reduce the gap between research and practice for the ITE of ECE.
Citation
de Pro Chereguini, C., Cantó, J., Robles-Moral, F. J. y Romero Gutiérrez, M. (2026). ¿Qué se ha investigado sobre formación inicial de maestras de Educación Infantil en ciencias? (2016-2024). Enseñanza de las Ciencias, 44(2), 151-166.
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