Browsing by Subject "Profesorado en formación"

Now showing 1 - 2 of 2
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    El Huerto EcoDidáctico: evaluación de una propuesta formativa universitaria y de las actividades elaboradas por futuro profesorado del Grado en Educación Primaria
    (Universitat de València, 2025-12-16) Orenes Cárceles, José; Ayuso Fernández, Gabriel Enrique; Egea Fernández, José María; Fernández Díaz, Manuel; Didáctica de las Ciencias Experimentales; Facultades de la UMU::Facultad de Educación
    This study outlines a training proposal and its evaluation for future Primary Education teachers using the Ecodidactic Garden. A group of 130 undergraduates from the Degree in Primary Education participated in a theoretical-practical training program, through which they developed teaching and learning activities for mastering the sciences. Subsequently, these activities were evaluated by examining both their richness in terms of skills and their structure and content. In conclusion, it is observed that, in a training proposal, contextualized education is necessary, together with meaningful practical work in the garden, which allows students to participate in all stages of design, management, maintenance, and use. Regarding the design of the activities proposed by future educators, they showed a wealth of skills, as well as good structure and content. The importance of using methodologies that address scientific processes becomes evident, which requires specialized university training.
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    Exploring the Pedagogical Potential of Didactic Audiovisual Translation in Plurilingual Pre-school Education : the Perspective of Pre-service Teachers
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2024) Fernández Costales, Alberto; Bobadilla Pérez, María; Lertola, Jennifer
    Introduction: This study investigates the perception and pedagogical viability of Didactic Audiovisual Translation (DAT) in plurilingual education among pre-service pre-school teachers, using mixed methods. It explores the effectiveness of DAT—didactic free commentary in particular—for language acquisition, as well as its suitability for fostering Content and Language Integrated Learning (CLIL) and contributing to the improvement of foreign language proficiency. Despite previous research on DAT, there is a shortage of studies focused on early childhood education, underscoring the relevance of this work. Methodology: The study involves 103 pre-service teachers and utilizes questionnaires and focus groups to analyze the benefits, challenges, and opportunities of integrating DAT into CLIL practices. Results: Overall, the findings underline participants’ confidence in the capacity of free commentary to enrich the educational experiences of their future students, while acknowledging associated challenges and emphasizing the ongoing need for exploration and refinement for effective integration. Discussion: The findings suggest adapted approaches for plurilingual instruction in pre-school and highlight areas for future research in this educational field. The integration of DAT into CLIL offers opportunities to promote plurilingualism and enhance linguistic and cultural competence.