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Cabrera-Rocha Y., & Fontalvo-Peralta R. (2023). Pedagogical practices from the perspective of ethics in the initial training of preschool students. Búsqueda, 10(1), e642. https://doi.org/10.21892/01239813.642
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Abstract
Objective: This article's main purpose is to conduct a systematic review, following the guidelines and directives established by the PRISMA declaration. The focus is on analyzing pedagogical practices from an ethical perspective in the context of students' initial training. Method: The analysis was developed through a detailed exploration of the available information, seeking to cover research advances in this specific field. In order to guarantee an accurate and relevant approach, inclusion and exclusion criteria were applied. Three renowned databases, namely Web of Science (WOS), Scopus and ProQuest, were used for the search. Boolean operators were used to refine the search, such as "Practices AND pedagogical OR ethical AND teachers OR preschool OR university NOT". Results: This rigorous search process resulted in the identification of a total of 23 results, which were selected for analysis and then compiled into a matrix. This matrix reflects the title of each research paper, the methodology employed, the results obtained and the specific contributions to the topic under study. From this analysis, three distinct categories of study emerged: teacher training, training in ethics and values, and the relationship between family, school and society. Conclusions: Ultimately, the findings of this study allow us to conceive pedagogical practices as a two-way interaction between the individual and knowledge. This interaction is mediated by the everyday representations that are inserted in the learning processes. These representations play a crucial role in allowing the development of social perspectives from an ethical and moral perspective. These, in turn, influence the teaching-learning process, facilitating a constantly evolving interpretation of the pedagogical reality.
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References
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Chowdhury, M. (2016). Emphasizing morals , values , ethics , and character education in science education and science teaching. The Malaysian Online Journal of Educational Science, 4(2), 1–16.
Cicardini, G., Martínez, M., Ramírez, K., Cuadra-Martínez, D., Castro-Carrasco, P. J., & Slomp, N. (2021). Prosociality in preschoolers: Study of subjective theories of early education teachers. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 19(3), 83–101. https://doi.org/10.15366/REICE2021.19.3.006
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Enderle, C. de F., da Silveira, R. S., Dalmolin, G. de L., Lunardi, V. L., Avila, L. I., & Dominguez, C. C. (2018). Teaching strategies: promoting the development of moral competence in undergraduate students TT - Estrategias docentes: promovendo o desenvolvimento da competencia moral em estudantes Estrategias docentes: fomentando el desarrollo de la competencia moral. Revista Brasileira de Enfermagem, 71(suppl 4), 1650–1656. https://bd.univalle.edu.co/scholarly-journals/teaching-strategies-promoting-development-moral/docview/2099348083/se-2?accountid=174776
Ferreira, M., Martinsone, B., & Talic, S. (2020). Promoting Sustainable Social Emotional Learning at School through Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment , Teaching Methods and Formative Assessment. Journal of Teacher Education for Sustainability, July. https://doi.org/10.2478/jtes-2020-0003
González-Pérez, F. (2020). Subjetividades desde la formación docente en educación inicial : el niño vivido. Revista Andina de Educación, 3(1), 46–52.
Gorrochategui, L., & Riaño, M. (2019). Art and Education: Installations in the Early Childhood classroom. Revista d’Innovació Docent Universitària, 11, 54–64.
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
Hagelstein, J., Einwiller, S., & Zerfass, A. (2021). The ethical dimension of public relations in Europe : Digital channels , moral challenges , resources , and training. Public Relations Review, 47(4), 102063. https://doi.org/10.1016/j.pubrev.2021.102063
Hernández-Flórez, N., Moncada-Navas, F., Lhoeste-Charris, A., Klimenko, O., & Ortíz-González, A. (2022). Habilidades de pensamiento crítico creativo e inteligencia emocional en estudiantes universitarios : Una revisión bibliométrica desde la literatura . Ciencia Latina Revista Científica Multidisciplinar, 6, 2029–2054. https://doi.org/https://doi.org/10.37811/cl_rcm.v6i6.3659
Herrera-Rivera, O., Álvarez-Gallego, M., Coronado-Mendoza, A., & Guzmán-Atehortúa, N. (2020). Learning support in early childhood education: voices of its main actors in openness to change. Educación y Humanismo, 22(39), 1–31. https://doi.org/10.17081/eduhum.22.39.3858
Holmes, W., Porayska-pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2022). Ethics of AI in Education : Towards a Community-Wide Framework. International Journal of Artificial Intelligence in Education, 504–526.
Hutton, B., Catalá-lópez, F., & Moher, D. (2016). La extensión de la declaración PRISMA para revisiones sistemáticas que incorporan metaanálisis en red: PRISMA-NMA. Medicina Clinica, xx, 10–14. https://doi.org/10.1016/j.medcli.2016.02.025
Jiménez-Quintero, A. M. (2020). Systematization of significant pedagogical practices in the bachelor degree in early childhood education. Formacion Universitaria, 13(4), 69–80. https://doi.org/10.4067/S0718-50062020000400069
Kumar, S., Chen, J., Del, M., & El-kassar, A. (2019). Technological Forecasting & Social Change Environmental ethics , environmental performance , and competitive advantage : Role of environmental training. Technological Forecasting & Social Change, 146(May), 203–211. https://doi.org/10.1016/j.techfore.2019.05.032
Linares-Baeza, L. (2021). Towards a pedagogy of the everyday life in initial education. Profesorado, 25(1), 131–151. https://doi.org/10.30827/profesorado.v25i1.8635
Machimbarrena, J. M., González-Cabrera, J., & Garaigordobil, M. (2019). Variables familiares relacionadas con el bullying y el cyberbullying : una revisión sistemática [Family Variables Related to Bullying and Cyberbullying : A Systematic Review]. Pensamiento Psicológico, 17(2), 37–56. https://doi.org/10.11144/Javerianacali.PPSI17-2.vfrb
Miller, A. L. (2019). ( Re ) conceptualizing family-school partnerships with and for culturally and linguistically diverse families. Race Ethnicity and Education, 00(00), 1–21. https://doi.org/10.1080/13613324.2019.1599339
Morales-Vargas, P. (2020). Citizenship education for democratic coexistence and interculturality in initial education. Revista Estudios En Educación, 3, 69–96.
Mudiyanselage, R. (2021). Triangular framework for curriculum development in the education sector. Development in the Education Sector, 08(06), 1–10. https://doi.org/10.4236/oalib.1107490
Nagima, B., Saniya, N., Gulden, Y., Saule, Z., Aisulu, S., & Nazigul, M. (2023). Influence of special learning technology on the effectiveness of pedagogical ethics formation in future teachers. Journal of Education and E-Learning Research, 10(1), 1–6. https://doi.org/10.20448/jeelr.v10i1.4313
Nargiza, Y. (2022). Social and moral education of students and development of values. Galaxy International Interdisciplinary Research Journal, 10(8.5.2017), 2003–2005.
Nores, M., Friedman-Krauss, A., & Figueras-Daniel, A. (2022). Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe? Early Childhood Research Quarterly, 58, 264–277. https://doi.org/10.1016/j.ecresq.2021.09.011
Novawan, A., Aisyiyah, S., Miqawati, A. H., Wijayanti, F., & Indrastana, N. S. (2020). Exploring teachers’ perspectives on morality in EFL pedagogy. Jer Journal of Elt Research, 5(1), 80–93. https://doi.org/10.22236/JER
Page, M., McKenzie, J., & Bossuyt, P. (2021). Declaración PRISMA 2020: Una guía actualizada para la publicación de las revisiones sistemáticas. Revista Espanola de Cardiologia, 74(9), 790–799. https://doi.org/10.1016/j.recesp.2021.06.016
Paucar, M. A. V., & Valencia, S. M. (2020). Communicative exchanges and classroom teaching practices of trainee teachers. Revista Electronica de Investigacion Educativa, 22(1150931), 1–16. https://doi.org/10.24320/REDIE.2020.22.E21.2513
Pérez-Gómez, Á., & Soto-Gómez, E. (2021). Learning together to live and explore complexity. new pedagogical frameworks. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 19(4), 13–29. https://doi.org/10.15366/reice2021.19.4.001
Ponce-Díaz, N., & Camus-Galleguillos, P. (2019). La práctica como eje formativo-reflexivo de la formación inicial docente. Revista de Estudios y Experiencias En Educación, 18, 113–128. https://doi.org/10.21703/rexe.20191837ponce1
Rabal, J., Pérez, M., Ruíz, A., Méndez, M., & González, M. (2021). Organización escolar a través de las emociones en la etapa de educación infantil. Brazilian Journal of Development, 8848–8869. https://doi.org/10.34117/bjdv7n1-600
Raji, I. D., Scheuerman, M. K., & Amironesei, R. (2021). “you can’t sit with us”: Exclusionary pedagogy in AI ethics education. FAccT 2021 - Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, 515–525. https://doi.org/10.1145/3442188.3445914
Rizvi, F. (2019). Global interconnectivity and its ethical challenges in education. Asia Pacific Education Review, 20(2), 315–326. https://doi.org/10.1007/s12564-019-09596-y
Rodríguez-Álvarez, M., JuanaVázquez-Vázquez, & Cristo-Sosa, Y. (2021). The search for creative solutions since labor practice in the pre-school education career. Revista de Investigación, Formación y Desarrollo: Generando Productividad Institucional, 7(1), 48–56.
Rodríguez-Ávila, Y., & Moncada-Navas, F. (2023). New trends in integral education at the university . A systematic review according to the PRISMA Statement. European Journal of Child Development, Education and Psychopathology, 1–21. https://doi.org/10.32457/ejpad.v11i1.2231
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