Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers
AbstractThis paper examines the social and academic effects of dialogic pedagogical gatherings (DPG) on sustainable development training for Education degree students at university. The quantitative study employs a descriptive, correlational, and inferential research methodology, utilizing a questio...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2332837 |
| _version_ | 1797236902590414848 |
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| author | Estefanía Martínez-Valdivia M. Carmen Pegalajar-Palomino Diana Amber-Montes |
| author_facet | Estefanía Martínez-Valdivia M. Carmen Pegalajar-Palomino Diana Amber-Montes |
| author_sort | Estefanía Martínez-Valdivia |
| collection | DOAJ |
| description | AbstractThis paper examines the social and academic effects of dialogic pedagogical gatherings (DPG) on sustainable development training for Education degree students at university. The quantitative study employs a descriptive, correlational, and inferential research methodology, utilizing a questionnaire with 325 respondents to assess the impact of DPG. Students assign high scores to the methodology’s influence on their formative process, with a notable emphasis on the academic environment by comparison with social impact. Gender analysis reveals that women attribute more favorable scores, particularly in ‘Student-context interaction’ and ‘Participation’. Strong correlations exist between themes assessing social and academic impacts of DPG, highlighting certain themes’ predictive capacity. These findings underscore the significance of DPG as successful and pertinent actions for sustainable curricula, particularly in Education degrees. |
| first_indexed | 2024-04-24T17:11:14Z |
| format | Article |
| id | doaj.art-06f382d2ce4b45d69332c5c634629103 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-04-24T17:11:14Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-06f382d2ce4b45d69332c5c6346291032024-03-28T09:17:59ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2332837Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachersEstefanía Martínez-Valdivia0M. Carmen Pegalajar-Palomino1Diana Amber-Montes2Pedagogy Department, Didactic and School Organization Area, University of Jaén, Jaén, SpainPedagogy Department, Didactic and School Organization Area, University of Jaén, Jaén, SpainPedagogy Department, Theory and History of Education, University of Jaén, Jaén, SpainAbstractThis paper examines the social and academic effects of dialogic pedagogical gatherings (DPG) on sustainable development training for Education degree students at university. The quantitative study employs a descriptive, correlational, and inferential research methodology, utilizing a questionnaire with 325 respondents to assess the impact of DPG. Students assign high scores to the methodology’s influence on their formative process, with a notable emphasis on the academic environment by comparison with social impact. Gender analysis reveals that women attribute more favorable scores, particularly in ‘Student-context interaction’ and ‘Participation’. Strong correlations exist between themes assessing social and academic impacts of DPG, highlighting certain themes’ predictive capacity. These findings underscore the significance of DPG as successful and pertinent actions for sustainable curricula, particularly in Education degrees.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2332837Active methodologyhigher educationteacher trainingsustainable developmentdialogic learningpedagogical methods |
| spellingShingle | Estefanía Martínez-Valdivia M. Carmen Pegalajar-Palomino Diana Amber-Montes Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers Cogent Education Active methodology higher education teacher training sustainable development dialogic learning pedagogical methods |
| title | Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers |
| title_full | Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers |
| title_fullStr | Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers |
| title_full_unstemmed | Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers |
| title_short | Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers |
| title_sort | evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers |
| topic | Active methodology higher education teacher training sustainable development dialogic learning pedagogical methods |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2332837 |
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