Desarrollo del pensamiento geográfico en futuros docentes chilenos: desafíos y perspectivas en la didáctica de la geografía
Based on the SDGs established in the 2030 Agenda for Sustainable Development, the teaching of geography requires promoting the geographical thinking of teachers in training so that they can prepare the new generations of students as critical citizens committed to caring for the environment. This art...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2023
|
| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=9186452 |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Based on the SDGs established in the 2030 Agenda for Sustainable Development, the teaching of geography requires promoting the geographical thinking of teachers in training so that they can prepare the new generations of students as critical citizens committed to caring for the environment. This article analyzes the knowledge that future teachers of a Chilean university have regarding the development of geographical thought from the application of a questionnaire focused on consulting on three key aspects of the last pedagogical practice of the participants; namely, these are: 1) Definition of geographical thinking and a second-order learning of this meta-concept granted via lottery; 2) Problems found to develop these concepts in the geography classroom; and 3) the proposal of didactic suggestions to teach in an innovative way the assigned learning. From a methodological point of view, content analysis was used to evaluate the responses of the applied instrument, based on the categories it contemplates. It is concluded that the concepts consulted are defined from the geographical descriptivism, that the main didactic difficulties indicated are related to the predominance of the traditional teaching of geography and that the different suggested didactic strategies are focused on the individual performance of the students; in this context, collaborative work methodologies are not mentioned and there is no evidence that allows us to foresee specific techniques that enable the development of geographical thinking from the didactic principles of geography. |
|---|