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Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences

Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences

Ramón Méndez, Álvaro Chaparro-Sainz, Rubén Martínez Sánchez, María del Mar Felices-De la Fuente
Copyright: © 2022 |Pages: 22
ISBN13: 9781668452400|ISBN10: 1668452405|ISBN13 Softcover: 9781668452448|EISBN13: 9781668452417
DOI: 10.4018/978-1-6684-5240-0.ch015
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MLA

Méndez, Ramón, et al. "Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences." Cases on Historical Thinking and Gamification in Social Studies and Humanities Education, edited by María Martínez-Hita, et al., IGI Global, 2022, pp. 259-280. https://doi.org/10.4018/978-1-6684-5240-0.ch015

APA

Méndez, R., Chaparro-Sainz, Á., Sánchez, R. M., & Felices-De la Fuente, M. D. (2022). Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences. In M. Martínez-Hita, C. Carrasco, & P. Miralles-Martínez (Eds.), Cases on Historical Thinking and Gamification in Social Studies and Humanities Education (pp. 259-280). IGI Global. https://doi.org/10.4018/978-1-6684-5240-0.ch015

Chicago

Méndez, Ramón, et al. "Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences." In Cases on Historical Thinking and Gamification in Social Studies and Humanities Education, edited by María Martínez-Hita, Cosme Jesús Gómez Carrasco, and Pedro Miralles-Martínez, 259-280. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5240-0.ch015

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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.

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