La enseñanza de temas controvertidos y problemas socialesanálisis comparativo de las percepciones del futuro profesorado iberoamericano de ciencias sociales

  1. Delfín Ortega-Sánchez 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2024

Título del ejemplar: Transformaciones educativas: tecnología, competencias y metodologías

Volumen: 53

Número: 2

Páginas: 181-190

Tipo: Artículo

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Otras publicaciones en: Aula abierta

Resumen

A partir de un diseño pre-experimental de corte prospectivo transversal, se analizan las percepciones del futuro profesorado iberoame-ricano de ciencias sociales (n = 263) sobre la pertinencia curricular de los temas controvertidos y problemas sociales. Pretende identificar la existencia de relaciones de interdependencia entre la intervención en el entorno social, y el desarrollo del pensamiento crítico y creativo como una finalidad educativa. Se aplicó la Escala de Interés por las Prácticas Docentes Innovadoras (Santos et al., 2017), completada ad hoccon aspectos específicos vinculados con los temas controvertidos y los problemas sociales. Los resultados obtenidos informan de valores estadísticamente significativos más altos y un tamaño de efecto moderado en las mujeres sobre la conveniencia de enseñar a participar e intervenir en el entorno social del alumnado. La edad parece afectar al interés específico sobre la promoción de habilidades de pensa-miento social, el espíritu emprendedor y el aprendizaje autónomo. De acuerdo con estos resultados, los planes de formación habrían de proporcionar el conocimiento pedagógico y sustantivo necesario para trabajar la diversidad de interpretaciones y la perspectiva múltiple en la educación en estudios sociales.

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