社会课程在未来幼儿教育教师中的表现。定性研究

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2021-01-21 DOI:10.6018/REIFOP.394791
María del Mar Felices de la Fuente, Álvaro Chaparro Sainz
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引用次数: 1

摘要

本研究的目的是评估学前教育学位学生在完成社会科学教育课程后的课程能力。为了达到这一目的,我们重点考察了两个指标:学生是否充分利用了应该主导学前阶段教学过程的全面性原则;如果他们认识并确定了课程的社会内容。为此,我们采用定性方法,使用Nvivo 11和Pajek64 5.07软件,对来自穆尔西亚大学和马拉加大学的224名学生生成的文本内容进行分析。所有学生都被要求选择课程的社会内容,并在此基础上提出一个综合学习情境。研究结果表明,我们在识别具体的社会问题以及在课程不同领域内容之间的联系方面存在困难。因此,显然有必要从社会科学教育的范围对这些方面进行更详尽的处理,这意味着未来幼儿教师对社会内容有更好的认识和界定。
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Representaciones del currículo social en el futuro profesorado de Educación Infantil. Una investigación cualitativa
The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Malaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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