Social Science Pedagogy as a Way of Integrating Sustainable Education and Global Citizenship into the Initial Training of Pre-Primary Teachers

Abstract

The main objective of this research was to demonstrate the integration of international and national strategies in education for sustainable development and global citizenship into initial teacher training. The researchers analyzed the outcomes of a feminist teaching strategy based on family trees, focusing on the usefulness of social science pedagogy in developing critical thinking among pupils. They also attempted to enhance teachers’ digital literacy and make progress in reflecting on its functioning and use. The research used mixed methods, and the research instrument was a questionnaire using Likert-type scales validated by specialists from several universities. It was deployed in the module Didáctica del Conocimiento del Medio Social y Medioambiental (Pedagogy of Knowledge of the Social and Cultural Environment) of the Bachelor’s Degree in Pre-Primary Education at the University of Alicante. Using historical research with a gender perspective, the trainee teachers investigated their family trees, focusing on the women in their families. They also carried out a speculative exercise to aid reflection on their contributions as teachers in support of equal education. The results obtained showed that this was a novel and useful educational activity, which inspired participants to work for a fair and democratic global citizenship based on coeducation.

Keywords

• social sciences
• critical thinking
• higher education
• teacher training
• teacher training for pre-primary education
• gender perspective