Nonlinear Pedagogy Effect and Value of the City and New Technologies as a Didactic Resource in the Training of Future Teachers

Abstract

Education today requires teachers to have a holistic perspective towards students at all levels. In this way, pedagogy evolves from traditional positions to more current models, such as nonlinear pedagogy, where the learner is the focus of the didactic process, which is part of 54 subjects from the master’s degree in teacher training. Mixed research is carried out through new information technologies and the city as an educational resource. The effect on mood was measured with the Profile of Mood States questionnaire, motivation with the Situational Motivation Scale, and content assessment. The results show that positive mood improves after the intervention and the factors that negatively affect mood decrease, with significant differences except for the anger factor. Motivation is mainly intrinsic. The analysis of the data shows modifications in the feelings of the individuals after their participation in the activity, although significant differences are shown depending on the sociodemographic profile of the individuals, particularly in gender, age and employment status. In conclusion, the use of a nonlinear pedagogy, outside the classroom, with the interaction between students, teachers, and the use of information technologies, modifies the mood in a positive way and increases the motivation of future teachers in secondary education.

Keywords

• teacher training
• pedagogical nonlinear
• activity learning
• motivation
• information technology