Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

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dialnet-ar-18-ART00015605032022-11-30Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructorsFerreiro Prado, Lucíaactive methodolgiesteaching and learninginstructional choicesmetodologías activasenseñanza y aprendizajeelecciones pedagógicasThis paper highlights the classroom use of active methodologies in Political Science and International Relations in a Spanish setting. Using both surveys and in-depth interviews, it examineshow extensively active methodologies are used in Spanish universities, what professors understand active methodologies to be, and how are they implemented in the classrooms.Most importantly, it seeks to understand the instructional transition made by professors that started off their professional careers as lecturers and, subsequently, decided they wanted to include active methodologies as a meaningful part of their courses. Results show an extensive use of active methodologies, although instructional choices are often made without prior pedagogicalexpertise, nor a proper evaluation of the student’s learning experience. We conclude with some suggestions on policy recommendations that would increase the quality of teachingand improve the learning outcomes in the classrooms. El artículo explora el uso de las metodologías activas en las aulas de Ciencia Política y RelacionesInternacionales en España. La investigación se sirve tanto de encuestas como de entrevistas enprofundidad con el fin de averiguar cuán extendido está su uso, qué entienden los docentes por el concepto de metodologías activas y cómo se implementan en las aulas. Asimismo, se pretende entender qué factores determinaron la transición llevada a cabo por profesores que comenzaron su andadura profesional impartiendo clases magistrales y, en un momento determinado, decidieron incluir las metodologías activas como una sustantiva de sus cursos. Los resultados muestran un uso extensivo de las metodologías activas, aunque las elecciones se suelen tomar sin un conocimiento pedagógico previo ni tampoco con una adecuada evaluación del proceso de aprendizaje por parte del alumno. Se concluye con una serie de recomendaciones encaminadas a mejorar la calidad del proceso de enseñanza y aprendizaje en las aulas.2022text (article)application/pdf(Revista) ISSN 1575-6548https://dialnet.unirioja.es/servlet/oaiart?codigo=8679781Revista española de ciencia política, ISSN 1575-6548, Nº. 60, 2022, pags. 19-52engLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI

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Revista española de ciencia política, ISSN 1575-6548, Nº. 60, 2022, pags. 19-52

English

active methodolgies
teaching and learning
instructional choices
metodologías activas
enseñanza y aprendizaje
elecciones pedagógicas

active methodolgies
teaching and learning
instructional choices
metodologías activas
enseñanza y aprendizaje
elecciones pedagógicas
Ferreiro Prado, Lucía
Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

This paper highlights the classroom use of active methodologies in Political Science and International Relations in a Spanish setting. Using both surveys and in-depth interviews, it examineshow extensively active methodologies are used in Spanish universities, what professors understand active methodologies to be, and how are they implemented in the classrooms.Most importantly, it seeks to understand the instructional transition made by professors that started off their professional careers as lecturers and, subsequently, decided they wanted to include active methodologies as a meaningful part of their courses. Results show an extensive use of active methodologies, although instructional choices are often made without prior pedagogicalexpertise, nor a proper evaluation of the student’s learning experience. We conclude with some suggestions on policy recommendations that would increase the quality of teachingand improve the learning outcomes in the classrooms. 

Article

Ferreiro Prado, Lucía

Ferreiro Prado, Lucía

Ferreiro Prado, Lucía

Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

using methodologies in the political science and international relations classrooms in spain: views from instructors

2022

https://dialnet.unirioja.es/servlet/oaiart?codigo=8679781

1751061993806102528