Destrezas científico-matemáticas de los docentes en formaciónEstado y oportunidades

Abstract

- Introduction A lot of students who access education degrees usually come from previous studies in which scientific-mathematical subjects were absent or limited to mathematics applied to social sciences (students who come from the social plans in high school). Similarly, many of them show a certain aversion and disagreement with the scientific-mathematical disciplines due to their abstraction The main axes of this doctoral thesis are: 1. Analysis of the LOGSE and LOMCE curricular texts, as well as the possibility of designing evaluation instruments following Bloom's revised taxonomy, since it takes into account the cognitive load of the learning objectives. 2. Analysis of the academic competence, as well as the training offered to improve these competences once they have graduated. 3. Analysis of the possibility of integrating physical activity in the form of active breaks to improve cognitive variables such as attention and concentration. - Research The methodology of the studies was diverse, from the use of revised Bloom's Taxonomy for curricular analysis and design of evaluation tests, to the analysis of teacher training opportunities and the use of active breaks as a didactic tool in the improvement of attention and concentration. It has been observed in the different educational analyzed curricula that there is a lack of theoretical (fact and conceptual) support in the first stages of the taxonomy to reach the higher ones. We observed in teachers in training that thinking and mathematical skills are not significantly higher in those adults than sixth grade students of primary education (10-12 years), a situation that affects educational quality. Currently, continuous and permanent training (once graduated), presents a decrease in those activities and programmes focused on improving teaching and learning processes, specifically those that deal with general and specific didactics, while in the last five years there has been a increased activities on alternative pedagogies and methodologies without the necessary scientific support and evidence to ensure that they represent an increase in the quality of teaching. - Conclusions Finally, it has been observed that physical activity applied punctually during school hours, called active break, contributes to improving attentional capacity, which could have an impact on those skills that require greater cognitive demand. For this reason, two pilot tests have been carried out, with child-juvenile population (primary) and with teachers in training (to experience the positive effects on attention and concentration) to offer another tool for improving teaching performance. The conclusion and perspectives of this doctoral thesis is that revised Bloom's Taxonomy is a good instrument for curricula design and evaluation tests, and optimizing the design of curricula could lead to improvements in the formation of skills and competencies of the degrees of education, as well to complement it with active breaks fort their cognitive benefits.