Proposals of development on scientific competences in final projects of degree of teacher training

Abstract

This research aimed to characterize the final degree projects of teacher training students in terms of the chosen topics and the pedagogical problems built around them. In addition, it was proposed to analyze the proposed resolutions to these problems, delving into those that included the development of scientific competences. Eighty seven works were accessed, without selecting the sample, but for feasibility. The content analysis technique was applied. The most chosen topic was “Educational Sciences and Educational Environment” (35 of 87). The most addressed problems were along the lines of "Pedagogy, social pedagogy and educational sciences" (inclusion, learning, coexistence, diversity, evaluation, and emotional education). Only twelve papers proposed the development of scientific competencies and, in these, only half included didactic strategies to do so. These findings show the need for greater incorporation of problems related to science teaching and a better articulation between theory and practice. The definition of guidance modalities and the training of tutors could favorably influence overcoming this difficulty, given the current importance of science literacy for future teachers and students.