Lectura participativa en red en la formación de maestros/as #pedagogiaUV19

  1. Suárez-Guerrero, Cristóbal 1
  2. Tárraga Mínguez, Raúl 1
  3. Sanz Cervera, Pilar 1
  4. Sospedra Baeza, María Josefa 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
REDU: Revista de Docencia Universitaria

ISSN: 1696-1412,  1887-4592

Year of publication: 2020

Volume: 18

Issue: 2

Type: Article

DOI: 10.4995/REDU.2020.13589 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REDU: Revista de Docencia Universitaria

Abstract

This article describes the results of a Teaching Innovation experience approved by the Vice-Principal Office for Occupation and Training Programs at the University of Valencia (UV-SFPIE_PID19-1095891). This project was executed in the first semester of the academic year 2019-2020 within the framework of the General Didactics subject of the degrees of Early Childhood Education and Primary School Education of the Faculty of Teaching at the University of Valencia. The main objective of the project was to create a space for critical, open, participatory and global debate on classical pedagogical ideas (Dewey, Montessori, Freinet and Freire) that would allow improving the pedagogical training and culture of preservice teachers through interaction with other educational agents beyond the classroom, using Twitter to generate interactions. The shared reading work compromised the interaction of 106 students from three groups with different teachers, schedules and classrooms, but they shared the hashtag #pedagogiaUV19, as “common space”, for four months. The purpose of this article is to analyze the students’ assessment of the educational use of Twitter in this experience. To assess the experience, an ad hoc questionnaire was administered to the subjects at the end of the experience. The experience was evaluated very positively by the vast majority of subjects who participated in the study.

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Data source: Dialnet