Teaching in risk. Training and didactic proposals to increase the socio-territorial resilience of the school population
Abstract
The objective of this research is to analyze the social representation of teachers in training about floods (Primary and Secondary Education). Based on the completion of a questionnaire in several Spanish universities during the 2018-2019 and 2022-2023 academic years (n=725), the results indicate that more than half have not received training during the school (58.2%) and university stage (61.7%) about these phenomena. Regarding the information received during the school, those who have some memory, these are linked to the use of the school textbook (10.9%) and information on prevention measures (7.9%). Regarding the didactic proposals, they have emphasized teaching these phenomena from more information and resources (27.1%), audio-visual resources (21.3%), and real experiences (20.1%). With this work, progress has been made in knowledge and school and university training on the teaching of floods, one of the phenomena that will increasingly have to be taken into account in the educational field to increase socio-territorial resilience to climate change.
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