The recent migratory crisis has multiplied the number of school age people that are forced to immigrate. The integration of the minors in host countries demands not only schooling, but also an inclination of the educational community to accept the said reality and critically manage European immigration policies. At the European level there is a growing rejection toward the migratory phenomenon and European policies. This study analyzes the attitudes toward refugees through the perception of real threat, symbol, and the affective reactions that the future professors experience. Furthermore, it explores in what extent the attitudes toward refugees are related to an inclusive European citizenship. It involves survey research (a sample of 624 education students from southeast Spain in recent years) with a transversal design. The used instrument is a modified version of the scale of attitudes and a scale of inclusive European citizenship itself. The results show a marked indifference toward the related issues with refugees, but not a perceived elevated threat or marked emotional reactions. While the attitudes toward refugees are not very positive, there is a positive inclusive European citizenship that legitimizes the reception of refugees in European states, the cession of equal rights and possibilities of new forms of coexistence. This study manifests a marked correlation between attitudes toward refugees and inclusive European citizenship, where the perceived threat appears like the principal predictor of inclusive citizenship. The results permit us to place these future teachers inside the European panorama as one of the social sectors less affected by the growing xenophobia and discredit toward the European Union. However, they are precise and urgent programs of training in intercultural, antiracist and migratory education
Revista internacional de investigación e innovación educativa Número 92 07 de septiembre de 2017
Teachers of Early Childhood Education must learn to teach Social Sciences even if they are considered general teachers. From our experience as teachers of Social Science Didactics, we would like to highlight a series of deficiencies and limitations detected in the students enrolled in the Early Childhood Education Degree at two Spanish universities. Reorienting the conceptions acquired about the teaching practice becomes one of the purposes of initial training. Making university students see the limitations that hinder a critical review of the beliefs and the value systems that unconsciously crystallize in the pre-university phase is an outstanding step in this initial training process. For this reason, we carried out a case study at the University of Valencia and the University of Almería with students from the 2020-2021 academic year. The aim of this study was to analyze the perception, expectations and perspectives that these Education students had as regards the Teaching of Social Sciences. The instruments used were a questionnaire and group interviews. The results showed that the specific training provided in the subject of Didactics of Social Sciences in the Degree of Early Childhood Education allowed students to analyze the social representations of their future profession, thus dignifying it through an increase in future teachers’ self-perception. For this reason, we have carried out a case study at the University of Valencia and the University of Almería with students from the 2020-2021 academic year. The techniques used were the questionnaire and group interviews. The indications of this research show that the specific training in the Infant Education Degree through the subject of Didactics of Social Sciences allows students to analyze the social representations of their future profession and thus be able to contribute to dignify it by overcoming the stereotypes of nursery school assigned to teachers of this educational stage. Las maestras y maestros de Educación Infantil deben aprender a enseñar Ciencias Sociales aunque lleven la etiqueta de docentes generalistas. Desde nuestra experiencia como docentes de didáctica de las Ciencias Sociales queremos evidenciar una serie de carencias y limitaciones detectadas en el alumnado que cursa el Grado de Educación Infantil y que venimos corroborando año tras año en la formación inicial en dos contextos diferentes del magisterio universitario español. Reorientar las concepciones adquiridas sobre la práctica docente se convierte en una de las finalidades de la formación inicial. Hacerle ver al alumnado universitario las limitaciones que impiden realizar una revisión crítica de dichas creencias y sistemas de valores que cristalizaron de forma inconsciente en la fase pre-universitaria, supone un capítulo destacado en este proceso de la formación inicial. Por ello hemos realizado un estudio de casos en la Universitat de València y en la Universidad de Almería con estudiantes del curso 2020-2021. Las técnicas principales utilizadas han sido el cuestionario y las entrevistas grupales. Los indicios de esta investigación evidencian que la formación específica en el Grado de Infantil mediante los contenidos de la didáctica de las Ciencias Sociales, permite al estudiantado analizar las representaciones sociales de su futura profesión y con ello dignificarla, superando los estereotipos de guardería asignados a los docentes de esta etapa educativa.
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