El debate educativo de 1978 a través de Twitteruna experiencia de formación de profesorado

  1. Tárraga-Mínguez, Raúl 1
  2. Gómez-Marí, Irene 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
IJNE: International Journal of New Education

ISSN: 2605-1931

Year of publication: 2022

Issue: 10

Pages: 127-143

Type: Article

DOI: 10.24310/IJNE.10.2022.15134 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: IJNE: International Journal of New Education

Abstract

The understanding of the political debate that the Spain’s Constitution of 1978 aroused due to the education field can be a complicated task for pre-service teachers. However, this knowledge is of notable interest in teacher training. In order to facilitate the learning of legislation and alleviate this feeling of rejection, previous studies have used Twitter as a tool to make easier the learning process. Therefore, the aim of this study is twofold: from the description of a task carried out with social networks so that university students understand the political debate that aroused the drafting of article 27 of that Constitution, to analyze the perception of the degree of knowledge and motivation of the students involved in the use of this methodology; and, to compare the perception of the acquired learning degree and the motivation experienced with two other usual teaching practices. In total, 30 students completed a questionnaire created expressly for this research. The results show that both variables (the level of knowledge and the motivation perceived by the students) scored high, using Twitter. In addition, these reported levels were higher than with the use of the other two more traditional methodologies proposed. This could be due to the fact that the use of digital references (close to the students) increases the appeal of the tasks and allows teaching to be closer to the university students’ learning process.

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Data source: Dialnet