¿Qué contenidos se enseñan y aprenden en la Universidad? Influencia de la formación del profesorado en el fomento de la ciudadanía
Different official documents highlight the importance of teacher training at the university. But what content is present in Higher Education, do teachers take into account the social and citizen problems of the context surrounding the different disciplines in their classrooms, and does the use of mo...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/146823 |
| Acceso en línea: | https://hdl.handle.net/11441/146823 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher education Citizenship Pedagogical content knowledge Teacher improvement Critical thinking Educación superior Ciudadanía Conocimiento pedagógico del contenido Mejora docente Pensamiento crítico |
| Sumario: | Different official documents highlight the importance of teacher training at the university. But what content is present in Higher Education, do teachers take into account the social and citizen problems of the context surrounding the different disciplines in their classrooms, and does the use of more innovative methodologies influence the inclusion of content associated with citizenship? The contents that are taught and learned in the university are often decontextualized in relation to the professional profile and interests of the students. Considering these co-protagonists and autonomous agents in their learning is an increasingly present need for the exercise of responsible citizenship. Allowing them to put into practice skills that promote not only the acquisition of the concepts of the discipline, but also the connection with existing social and environmental problems, with their own previous ideas, as well as with the ethical consequences associated with their profession will favour a more critical and broad view of their reality. Given this circumstance, we present a brief review of the issue of citizenship in the university, proposing a review of the theoretical references that defend the close relationship between two currents: training and university teacher improvement and inclusion of contents associated with citizenship. |
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