New Perspectives in Science Education

Edition 13

Accepted Abstracts

Learning from Doing: Connecting Theory and Participatory Learning in Education Teacher Training

Gema Sánchez - Emeterio, University of Castilla - La Mancha (Spain)

Abstract

According to the last white book of primary education degree (ANECA, 2005) the graduate students expressed the need to stablish more connections between theoretical and practical contents and to increase educational reality by adding fieldwork in real contexts. In addition, the graduate students claim having more practices classes and functional content. For this reason, in education degrees, we need to develop strategies that link theoretical education and real contexts. This work focuses on creating, developing and evaluating a teaching-learning alternative model to the traditional theoretical classes. The model develop a participatory learning, based on a methodological educational perspective where the educational, didactic and pedagogical content have a practical approach addressed directly between university teacher training students and students of primary education in schools. In this way, didactics contents of Geography have worked on the degree of education where the teachers training have developed their work closely linked with primary schools students. Under the pedagogical autonomy approach of Freire (2004) has been applied, a qualitative nature methodology next to action-research methodological procedures with participatory learning and action model. The results indicate that this specific combination of theory and participatory learning methodology increases the potential of to acquire educational skills in teacher training, because of their combined educational strategies, to offer a more effective comprehension of teacher work than “traditional methodology” in which teacher training are no directly involved in real contexts. In addition, this perspective of work, provide deeper understandings of implementation in real contexts, rather than merely theory-practice no real context classes.

Keywords: Educational strategies, Teacher training, Didactic Geography, participatory learning and action;

References:
[1] ANECA (2005). Libro blanco de Grado en Magisterio, Madrid, España:  Agencia Nacional de la Evaluación y Calidad Educativa.
[2] Freire, P., (2004). Pedagogía de la autonomía. Sao Paulao, Brasil: Paz y Tierra.

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