Invisibles and global citizenship in secondary education teacher training

Authors

Abstract

The aim of this study is to analyze what future Secondary Education teachers think (n = 61) and how they reflect on controversial social problems and conflicts affecting local/global issues, rethinking historical time, geographical space and social interrelations in the world. It was a mixed method research study. The information was obtained through a questionnaire that proposed the analysis of a controversial issue. The information analysis was done following the methodological principles of quantitative content analysis. The results show that future teachers do not reach a satisfactory critical level of literacy, a circumstance that underlines the need for spaces for teaching and discussion about controversial issues with a global significance.

Keywords

Social studies, Controversial issues, Critical perspective, Teacher education, Globalization

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Author Biographies

Maria Ballbé Martínez, Universitat Autònoma de Barcelona

Teacher at Secondary School and at the Faculty of Educational Science in the Universitat Autònoma de Barcelona. She is a member of Grup de Recerca en Didàctica de les Ciències Socials (GREDICS). Her research interests are social studies education, pedagogical renewal and initial teacher training.

Gustavo González Valencia, Universitat Autònoma de Barcelona

Lecturer (Serra Húnter) at the Faculty of Educational Science in the Autonomous University of Barcelona. Is a member of Grup de Recerca en Didàctica de les Ciències Socials (GREDICS). His research interests are citizenship and democratic education, social studies education, initial teacher training, and research methodology.

Delfín Ortega Sánchez, Universidad de Burgos

Professor at the University of Burgos. Principal researcher of Group Research in Teaching History and Social Sciences (DHISO). His research interests are the gender perspective and social problems in teaching history and initial teacher training.

Published

2021-07-20

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