Methods in which the teacher encourages students to take a leading role in their learning, through responsible participation, reflection in problem solving, creative activity and group work.
Published in Chapter:
Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences
Ramón Méndez (University of Almería, Spain), Álvaro Chaparro-Sainz (University of Almería, Spain), Rubén Martínez Sánchez (Lideria International School, Spain), and María del Mar Felices-De la Fuente (University of Almería, Spain)
Copyright: © 2022
|Pages: 22
DOI: 10.4018/978-1-6684-5240-0.ch015
Abstract
The primary purposes of this study are to investigate the opinions and conceptions of primary education teachers undergoing initial training on active methodologies and to evaluate a training program that uses these methodologies with a particular focus on the teaching of Social Sciences. To this end, a mixed methodology has been employed, using an initial questionnaire and a focus group as research instruments. Following the data analysis, the results show a favorable assessment of these active methodologies. There were some gender differences, as women assigned greater value than men to the active strategies, resources, and evaluation approaches and were more focused on competency-based learning. Another result highlighted the suitability of using service-learning or inquiry methodology to teach Social Sciences. The authors conclude that improving the training program developed is necessary, offering more connections with practice and expanding initial teacher training in active methods.