Evaluation of teaching practices in the Degree in Primary Education from the student’s perspective

Abstract

INTRODUCTION: In the context of initial teacher training, teachers’ knowledge of pedagogical actions and their impact on the construction of models and teaching identities in students is key to enable the transformation of education in the face of the global challenges of the 21st century. In this context, this study presents as a general objective to know the vision of the students of the Degree in Primary Education about the formative and evaluative process received in the subjects on Didactics of the Social Sciences that they have taken during their university studies. METHOD: To respond to this objective, it has been used a non-experimental quantitative research design. The information has been collected through a questionnaire, in which 1045 (n=1045) students from six Spanish universities have participated. Sampling has been non-probabilistic for convenience. In the analysis of the data, carried out with the statistical program SPSS v28.0, the descriptive statistics and frequencies, the correlations between the items and the inferential analysis with Student t-test for the dichotomous variables (sex and age), and ANOVA for the categorical variable of previous experience, were taken into account. RESULTS: The main result reflects that the teachers in training consider that those training proposals that have a more critical, reflective, and transformative approach are the best model for their own professional development. However, the participants do not consider in all cases that the training received has contributed to building their teaching identity and that teachers are a reference to imitate in their professional future as teachers. DISCUSSION: Consequently, it´s necessary improving university teaching practices in this area and to implement training actions that contribute to reflect, together with the students, about the obstacles that prevent adequate training on teaching models offered.