The teaching of Social Sciences: a diagnostic evaluation based on the memories and reflections of teachers of Primary Education in initial formation

Olga Moreno-Fernández About the author

Abstract

This article aims to analyze the conceptions of primary education teachers in initial training in Spain about the school of Social Sciences and their memories, reflections and expectations about the teaching-learning process. A descriptive-interpretative qualitative study was carried out with a sample of 240 participants based on a questionnaire of seven open-ended questions. The results indicate that the traditional methodology continues to prevail where teachers play an active role and students play a passive role, and where the central axis of classroom work is oriented by the textbook, with a final evaluation aimed at passing the exam. In terms of content, history is related to theory, while geography relates to practice. In spite of the influence that the traditional model continues to have, the teacher in initial formation declares not wanting to reproduce the model lived in the classrooms, because they consider that there are other ways of teaching more in line with current social needs.

Teachers in Initial Formation; Primary education; Social Sciences; Critical Reflection

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