Suchergebnisse

En este trabajo presentamos un proyecto, concebido como investigación-acción, que ha sido implementado en el marco de la formación inicial, concretamente, en el segundo curso del Grado en Educación Primaria de la Universidad de Almería. Como objetivo principal nos planteamos desarrollar en los futuros maestros y maestras competencias profesionalizantes, que les ayuden a formar ciudadanos y ciudadanas "globales", capaces de entender su mundo y de comprometerse con él. El proyecto se ha centrado en una problemática social relevante como es la situación de la infancia refugiada siria, tema, desgraciadamente, de plena actualidad en nuestros días. Los interrogantes que nos planteamos tenían su punto de partida en el modelo de docente que queremos formar. Nos cuestionábamos si las competencias que nos ofrece el marco del Espacio Europeo de Educación Superior son suficientes para transformar a nuestro alumnado universitario en un profesional con pensamiento social, ético y democrático. Creemos que es importante preparar a docentes críticos que tomen conciencia de la necesidad de transformar las Ciencias Sociales en un instrumento de cambio social. Hemos querido, además, desbancar prejuicios sobre las posibilidades que ofrece el currículo para trabajar estas temáticas controvertidas. En el presente artículo avanzamos la fundamentación teórica sobre la que se sustenta el proyecto, así como las fases en que se ha organizado para su desarrollo. Pese a encontrarnos en una etapa inicial de análisis de resultados, podemos establecer unas primeras conclusiones a partir de cuestionarios pasados al alumnado, una vez finalizado el proyecto, que revelan el impacto formativo del mismo. ; This paper presents a project, conceived as action research, which has been implemented within the framework of teacher training, specifically, in the second year of the Degree in Primary Education of the University of Almeria. The main objective is to develop professional competences in future teachers, who provide them with the necessary strategies to train "global" citizens, capable of understanding their world and engage with it. The project has focused on a relevant social problem such as the situation of Syrian refugee children, a subject that, unfortunately, is very topical in our days. The objectives that we set out have their origin in the model of teacher we want to train. Related to this, we asked ourselves if competences offered by the framework of the European Higher Education Area are sufficient to turn our university students into professionals with critical, social, ethical and democratic thinking through working with relevant social problems. It was important to develop a critical training model with the intention that students will realize the need to transform Social Sciences into an instrument that makes possible, from the school, the social change. We also wanted to overcome prejudices in the students about the possibilities that offer the curriculum design to work on these topics. In this paper we advance the theoretical foundation on which the project is based, as well as the phases in which it has been organized for its development. Although we are in an initial phase of analysis of results, we can establish some initial conclusions based on questionnaires passed to the students, once the project is finished, wich reveal its positive impact. We can establish some initial conclusions based on questionnaires passed on to the students, once the project is finished, which reveal their positive impact. ; Grupos Docentes de Innovación de la Universidad de Almería, "La inclusión de voces, contenidos y espacios ausentes en la cultura escolar formal para fortalecer la formación inicial de docentes y educadores sociales para la justicia social en educación" (bienio 2014-16) y "Desarrollo del pensamiento crítico a través de las TIC en la formación inicial del profesorado" (bienio 2017-18). ; peerReviewed

This paper presents a project, conceived as action research, which has been implemented within the framework of teacher training, specifically, in the second year of the Degree in Primary Education of the University of Almeria. The main objective is to develop professional competences in future teachers, who provide them with the necessary strategies to train "global" citizens, capable of understanding their world and engage with it. The project has focused on a relevant social problem such as the situation of Syrian refugee children, a subject that, unfortunately, is very topical in our days. The objectives that we set out have their origin in the model of teacher we want to train. Related to this, we asked ourselves if competences offered by the framework of the European Higher Education Area are sufficient to turn our university students into professionals with critical, social, ethical and democratic thinking through working with relevant social problems. It was important to develop a critical training model with the intention that students will realize the need to transform Social Sciences into an instrument that makes possible, from the school, the social change. We also wanted to overcome prejudices in the students about the possibilities that offer the curriculum design to work on these topics, and show them that curricular contents should be put at the service of education to transform citizenship and commit to action. In this paper we advance the theoretical foundation on which the project is based, as well as the phases in which it has been organized for its development. Although we are in an initial phase of analysis of results, we can establish some first conclusions that reveal the positive impact of the project. ; En este trabajo presentamos un proyecto, concebido como investigación-acción, que ha sido implementado en el marco de la formación inicial, concretamente, en el segundo curso del Grado en Educación Primaria de la Universidad de Almería. Como objetivo principal nos planteamos desarrollar ...