Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers

Abstract

This 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.

Keywords:

• Active methodology
• higher education
• teacher training
• sustainable development
• dialogic learning

Subject classification codes:

• pedagogical methods
• teacher training
• subject development

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Higher Education
• Teaching & Learning
• Teachers & Teacher Education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the [Project called ‘Implementation of active methodologies based on dialogic learning for Sustainable Development in Education degree students’, financed by the Office of the Vice-rectorate for Coordination and Quality of Teaching at the University from Jaen] under Grant [PIMED12_202022].

Notes on contributors

Estefanía Martínez-Valdivia

Estefanía Martínez-Valdivia, Professor in the Didactics and School Organization Area of the Department of Pedagogy at the University of Jaén (Spain). Degree in Pedagogy, Master in Research and Innovation in Curriculum and Training. PhD with international mention, from the University of Granada. Member of the research group School Centered Education (FORCE) and member of two research networks: Leadership and Educational Improvement (RILME, a ‘network of excellence’ in scientific and technical research) and Iberoamerican Network for the Development of the Professional Teaching Identity (RIDIPD). I have participated in various national and international research projects focused on educational leadership research, school improvement and teacher training.

M. Carmen Pegalajar-Palomino

M. Carmen Pegalajar-Palomino, Professor in the Didactics and School Organization area of the Department of Pedagogy at the University of Jaén (Spain). PhD from the University of Jaén. Diploma in Teaching, specializing in Primary Education. Degree in Psychopedagogy. Master in Special Education. Member of the research group Development and Research of Education in Andalusia (DIEA) and the Ibero-American Network for the Development of the Professional Teaching Identity (RIDIPD). Recent research work focuses on inclusive education, teaching innovation, quality improvement in higher education, and social responsibility.

Diana Amber-Montes

Diana Amber Montes, Professor in the Theory and History of Education Area of the Department of Pedagogy at the University of Jaén (Spain). Degree in Psychopedagogy, Master in Research and Innovation in Curriculum and Training. PhD with international mention, from the University of Granada. Member of the research group School Centered Education (FORCE) and of the Ibero-American Network for the Development of the Professional Teaching Identity (RIDIPD). Principal lines of research include higher education, teacher training, and adult education.