Didactic innovation in initial teacher education through the implementation of Social Responsibility in curriculum

Abstract

The Universities are agents of social transformation through their performances in a context of institutional autonomy and academic freedom, must be focused in interdisciplinary aspects and to promote the critical thought, contributing like this UNESCO to the sustainable development and to the welfare in general (2009). The problem which we intend to tackle with our research is that the University encourages an education to satisfy the needs for the society. First, through the search of solutions to the world and local problems. And second that such an education guarantees an adequate formation in competences through an integral formation of the student body.The goal is to analyze the implementation of the University Social Responsibility (USR) through the extension activities in the formation of the master futures. For that we have carried out a qualitative research orientated, in a first moment, to the understanding with the revision of official documents of the framework of the European Higher Education Area (EHEA) and the Horizon 2020 (H2020). And in a second moment, a qualitative research orientated to the transformation of the context. The relationship of the social participation with the curriculum has meant implementing a didactics of the innovative curriculum formation with the students of the Degree of Education. The study concludes, breaking up of the triangulation of the contributions of the ones had an interview (students, teaching staff and entities) that highlight the high educational impact of the social participation, thanks to the extension activities, since it means forming global citizens.

Keywords

• responsabilidad social universitaria
• participación social curricular
• actividades de extensión
• horizonte 2020
• espacio europeo de educación superior
• formación inicial maestros
• innovación didáctica