Formación inicial docente, temas controversiales y ciudadanía democrática: el caso de La Araucanía

Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

The constant further training of teachers is considered as an obvious and integral part of their professional career. The reasons that lead to this speeding – up of the organization of the continuous further training of teachers are connected with the fastest scientific developments and the consequent demerit of knowledge they bring about as well as the various educational and social changes which demand from the teacher constant scientific awareness and equivalent professional sensitization. The first efforts for a further training of teachers in our country appeared in the end of 19th century and had to do with the personnel of the Primary Education, while soon this extended also to the teachers of Secondary Education. The results of the issue became evident in the beginning of the 20th century when the longest – lived institution in the history of Secondary Education was founded; the so called “Didaskalion of Secondary Education”. A brief route in the history of further training had the “Paedagogiki Akadimia” (Teachers’ Training College) which together with the “Maraslio Didaskalio”, destined for the further education of teachers of Primary Education, consisted the real interest of the users of demotic language for further training of teachers. Within the bounds of a more general reformation of the Greek educational reality which started after 1974 belongs the Foundation of the Centre of Educational Studies and Further Training (K.E.M.E.) which worked for ten years and then it was substituted by the Pedagogical Institute (&..). Within the bounds of the function of K.E.M.E. was founded the School of Further Training of Secondary School Teachers (.)..) which substantially contributed to the first effort of organization of systematic programmes for further training to Secondary school teachers. Despite the fact that .).. was founded in many prefectures the number of teachers educated was small. After 1981 a dialogue started concerning a new educational policy which had as a result the legislation of a new institution which was the Peripheral Educational Centres (&.. .). &.. . offered further training to teachers who were going to be appointed to schools. The Peripheral Educational Centres continue to offer training of a small duration, at the beginning of each school year, to teachers who have already been appointed (introductory training). Examining the further training as a procedure which concerns the needs of a developing educational system but the needs of the teachers who work and are developed in this system as well, in comparison to the prevalent situation in our country, we end up to the acceptance of a series of conclusions as : The Peripheral Educational Centres (&.. .) consist simple carriers of materialization of educational programmes without affording mechanisms of investigation and writing down the educational needs of the teachers. Independently of the quality of the programmes offered, it is not objectively possible the variation of their context to cover all the educational needs of the teachers. The information of the educational society on the targets and the content of the educational reformation does not finish within some hours of educational activities which take place in the area of &.. . The presence of teachers in the area of &.. . has negative consequences in the function of schools and in their personal lives as well since they are obliged to move all the time. These findings in their biggest part consisted also a personal ascertainment due to the writer’s involvement to the introductory training of teachers which took place in the Peripheral Educational Centre of Kavala during the school years 2005-2006 and 2006-2007. It is the same school year in which the Environment of distance training of teachers of Theological Studies was applied.

Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers’ colleges (2-5-2) was more inclined to ODL than the ‘conventional’ model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).

In recent decades, it has been frequent to apply instruments and built ad hoc in studies oriented to the diagnostic evaluation of the inclusion of the gender perspective in the teaching of history and the degree of acquisition of gender competence in the initial teaching training. However, less usual has been the work dedicated to the analysis and validation of the metric properties of these instruments, with the specific purpose of guaranteeing the validity of the conclusions reached from the data obtained. In order to respond to this absence, the present study describes the initial validation of the scales Epistemology, methodology and gender in taught history (EMG) and Women in history (WH) in a sample of primary and secondary school trainee teachers from four Spanish public universities. With this aim, the reliability of each scale, the validity of its content and the construct validity are studied by means of an exploratory factorial analysis of principal components and varimax rotation. The results obtained inform about the general viability of both scales to be applied for the evaluation of the gender competence of trainee teachers, and the analysis of their social representations on the place of women in the taught history. The study shows the functional interdependence between scales and robustness for its joint application in the general assessment of gender as a category of analysis in social science teaching.

The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the research were collected by using the "Educational Beliefs Scale" and "Attitude Scale Towards Turkish Education History Course". The data were analyzed with computer package programs. In line with the educational beliefs scale used in the research, it was revealed that the educational beliefs of the teacher candidates were 'Existentialism', 'Progressivism', 'Perennialism', 'Reconstructionism' and 'Essentialism', respectively. According to the data obtained from the scale of attitude towards education history, it was concluded that prospective teachers’ attitudes towards education history are high. Finally, it was concluded that there is a moderate, positive, and significant relationship between the educational beliefs of the prospective teachers and their attitudes towards Education History.

The research is part of the studies of the Laboratory of Interdisciplinary Studies and Research in History of Education and Teacher Training (LABINVE) and investigates the history of women's education between 2019 and 2023, based on dissertations and scientific initiations collected in three databases: BDTD, CAPES and postgraduate programs of public universities in Pará. The analysis highlights the absence of a consolidated subfield of History of Women's Education, with studies often subsumed under broad categories such as gender, institutions or social movements. Based on the state of knowledge methodology, the study seeks to map gaps and achievements in academic production, highlighting the need for greater recognition of this subfield. Through careful analysis, the research contributes to broadening the understanding of the historical role of women in education, proposing advances in the organization and categorization of studies in the area.

In the article the author offers an innovative form of organization of pedagogical practice in the University and gives a number of practical recommendations, the effectiveness of which is proved by the positive results of the conducted empirical research. The aim of the article is to consider the question of innovative forms of training of future teachers of educational institutions. In the study of the problem, the authors advocated the following methods of research: theoretical modeling, method of involved observation, formal teaching method. In the article the author shows that creative teaching requires a high level of professional development of constructive skills and strong stereotypes of the activity, referring to currently existing problems in the training of teachers. indicates the possibility of an alternative view of teaching practice. Explains the concept of “projective pedagogical practice”, describes the basic components and essence. The article has a scientific value, as it contains a generalization of the authors, possessing novelty and conclusions aimed at revealing and solving the problems of education of military personnel. Area of application: General pedagogy, history of pedagogy and education.

This article reports on a study on the practical training of history and social science teachers, in order to analyze the history teaching approaches implemented by trainee teachers in the context of their professional practice and to project the relations that it would be possible to establish with different understandings of citizenship. Specifically, a multiple case study was developed from the application of different types of interviews associated with classroom observations, which allowed an intensive approach to the object of study. For the analysis of the information, some principles of Grounded Theory were combined with guidelines of a Dense Description. The results report the historiographic approaches and didactic discipline that predominate in the teaching of history teachers in training and that are rather traditional in nature, which could project a link with citizenship conceptions also traditional from a thematic perspective since they open up some possibilities from a logical procedure.

Introduction to the Series 1. What are the Issues in the Teaching of History? 2. Government Policies, the State and the Teaching of History 3. Curriculum Decision-Making in the Primary School Section One: Issues in the Classroom 4. Teaching Historical Significance 5. Historical Knowledge and Historical Skills 6. Teaching about Interpretations 7. Issues in the Teaching of Chronology 8. Information and Communication Technology in the History Classroom 9. History Teaching and Special Educational Needs 10. Thinking and Feeling: pupils' preconceptions about the past and historical understanding Section Two: Broader Educational Issues and History 11. Citizenship and the Teaching and Learning of History 12. 'History for the Nation': Multiculturalism and the Teaching of History 13. Primary School History in Europe: A Staple Diet or a Hot Potato? 14. History in Europe: The Benefits and Challenges of Co-operation Section Three: Issues in the Training of History Teachers 15. Current Issues in the Training of Secondary History Teachers: An HMI Perspective 16. Good Practice in the School Based Training of History Teachers 17. Inspecting Subject Knowledge

VANDA ARAMAVIČIŪTĖ – socialinių moks­lų (edukologijos) habilituota daktarė, Vil­niaus universiteto Edukologijos katedros profesorė. Mokslinių interesų sritys: bendroji edukologija, ugdymas ir asmenybės dvasinis brendimas, ugdymo tyrimų me­todologija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: aramaviciu­te@gmail.comMARTYNA BAKAITĖ – Vilniaus universiteto Edukologijos katedros magistrantė. Moks­linių interesų sritys: suaugusiųjų švietimas, skaitmeninė kultūra, kalbų didaktika. Adre­sas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: martyna.bakaitė@gmail.comMIGLĖ DOVYDAITIENĖ – socialinių moks­lų (psichologijos) daktarė, Vilniaus univer­siteto Bendrosios psichologijos katedros lektorė. Mokslinių interesų sritys: konsulta­vimo teorija ir praktika, šeimos krizių pre­vencija, trumpalaikė terapija, streso įveika, konfliktų sprendimas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: migle.dovydaitiene@fsf.vu.ltLILIJA DUOBLIENĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universiteto Edukologijos katedros profesorė. Mokslinių interesų sritys: ugdymo filosofija, švietimo politika, tarpkultūrinis ugdymas, medijų raš­tingumo ugdymas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: lilija.duo­blienė@fsf.vu.ltJŪRATĖ ČERNEVIČIŪTĖ – humanitarinių mokslų (filosofijos) daktarė, Vilniaus Ge­dimino technikos universiteto Kūrybos verslo ir komunikacijos katedros profeso­rė. Mokslinių interesų sritys: komunikaci­ja, kultūros ir medijų studijos, kūrybinės industrijos, inovacijos. Adresas: Pylimo g. 26/1, LT-01132 Vilnius. El. paštas: jurate.cerneviciute@vgtu.ltOLGA ILJINA – Vilniaus universiteto Edu­kologijos katedros doktorantė. Mokslinių interesų sritys: švietimo sociologija, socia­linis teisingumas ugdant, grindžiamoji teo­rija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: olgailjina@gmail.comŽILVINAS JANČORAS – Vilniaus Gedimino technikos universiteto Kūrybinių inovacijų laboratorijos vedėjas. Mokslinių interesų sri­tys: kūrybinės industrijos, inovacijos, inova­cijų vadyba, verslo modeliai. Adresas: Linkmenų g. 5-35, Vilnius. El. paštas: zilvinas.jancoras@vgtu.ltALBINAS KALVAITIS – socialinių mokslų (sociologija) daktaras, Ugdymo plėtotės centro metodininkas. Mokslinių interesų sritys: švietimo sociologija, švietimo vady­ba, bendrasis ugdymas. Adresas: M. Kat­kaus g. 44, LT-09217 Vilnius. El. paštas: albinaskalvaitis@gmail.comRUSNĖ KREGŽDAITĖ – socialinių mokslų (ekonomikos) doktorantė, Vilniaus Ge­dimino technikos universiteto Kūrybinių inovacijų laboratorijos jaunesnioji mokslo darbuotoja. Mokslinių interesų sritys: kū­rybinės industrijos, kultūros ekonomika, ekonometrinė analizė. Adresas: Linkmenų g. 5-35, Vilnius. El. paštas: rusne.kregzdai­te@vgtu.ltELVYDA MARTIŠAUSKIENĖ – socialinių mokslų (edukologijos) habilituota daktarė, Lietuvos edukologijos universiteto Eduko­logijos katedros profesorė. Mokslinių in­teresų sritys: bendroji edukologija, dorinis ugdymas, dvasingumo tyrimų metodologi­ja. Adresas: Studentų g. 39, LT-08106 Vil­nius. El. paštas: martisauskiene@gmail.comVAIDAS MORKEVIČIUS – socialinių mokslų (sociologijos) daktaras, Vilniaus Gedimino technikos universiteto Kūrybinių inovacijų laboratorijos mokslo darbuotojas. Moks­linių interesų sritys: socialinės apklausos, socialinių tyrimų metodai, kokybinė lygi­namoji analizė, taikomoji statistika ir duomenų analizė. Adresas: Linkmenų g. 5-35, Vilnius. El. paštas: vaidas.morkevicius@vgtu.ltBIRUTĖ POCIŪTĖ – socialinių mokslų (psi­chologijos) daktarė, Vilniaus universiteto Bendrosios psichologijos katedros docentė. Mokslinių interesų sritys: pedagoginė psi­chologija, karjeros psichologija, mokyma­sis. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: birute.pociute@fsf.vu.ltŽIGIMANTAS PEČIŪRA – Vilniaus univer­siteto Bendrosios psichologijos katedros magistrantas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas zigpec@gmail.comVAIDA PLATKEVIČIŪTĖ – Vilniaus univer­siteto Bendrosios psichologijos katedros studentė. Adresas: Universiteto g. 9/1, LT-01513 Vilnius.GIEDRĖ JUDITA RASTAUSKIENĖ – sociali­nių mokslų (edukologija) daktarė, Lietuvos sporto universiteto Taikomosios biologijos ir reabilitacijos katedros lektorė. Moksli­nių interesų sritys: socioedukacinių tyrimų analizė. Adresas: Sporto g. 6, LT-44221 Kaunas. El. paštas: giedre.rastauskiene@gmail.comIRENA STONKUVIENĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universi­teto Edukologijos katedros docentė. Moks­linių interesų sritys: pedagogikos istorija, ugdymo antropologija, ugdymas ir kultūra, ugdymas ir lytis. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: irena.stonkuvienė@fsf.vu.ltROLANDAS STRAZDAS – socialinių mokslų (vadyba) daktaras, Vilniaus Gedimino tech­nikos universiteto Atvirojo kodo instituto mokslo darbuotojas, Mechanikos inžineri­jos katedros docentas. Mokslinių interesų sritys: inovacijų valdymas, procesų tobu­linimas, kolektyvinis kūrybiškumas, kūry­binės industrijos. Adresas: Saulėtekio al. 11, LT-10223 Vilnius. El. paštas: rolandas.strazdas@vgtu.ltSAULIUS ŠUKYS – socialinių mokslų (edu­kologijos) daktaras, Lietuvos sporto uni­versiteto Sveikatos, fizinio ir socialinio ug­dymo katedros vedėjas. Mokslinių interesų sritys: vaikų prosocialaus elgesio sportinėje veikloje ypatumai. Adresas: Sporto g. 6, LT-44221 Kaunas. El. paštas: saulius.su­kys@lsu.ltMARIA TILK – socialinių mokslų (edukologi­jos) daktarė, Talino universiteto Edukolo­gijos katedros docentė. Mokslinių interesų sritys: pedagogikos istorija, naratyvas. Adresas: Uus-Sadama 5, Tallinn 10120, Estija. El. paštas: maria.tilk@tlu.eeEDITA VAINIENĖ – Lietuvos sporto univer­siteto Sporto ir judesių mokslo centro dok­torantė. Mokslinių interesų sritys: universi­tetinės kūno kultūros studijos, disciplininis identitetas. Adresas: Sporto g. 6, LT-44221 Kaunas. El. paštas: editavaina@gmail.comSVETLANA VASILIONOK – Vilniaus univer­siteto Edukologijos katedros magistrantė. Mokslinių interesų sritys: lietuvių kalbos mokymas tautinių mažumų mokyklose, Rytų filosofija, vizualinių menų taikymas mokymo(si) metu. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: svetlana.vasilionok@gmail.comVITA VENSLOVAITĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universi­teto Edukologijos katedros lektorė. Moks­linių interesų sritys: ugdymo filosofija, mu­zikinis ugdymas, fenomenologija ugdyme. Adresas: Universiteto g. 9/1, LT-01513 Vil­nius. El. paštas: vitavensl@gmail.comCHARL C. WOLHUTER – socialinių moks­lų (edukologijos) daktaras lyginamosios edukologijos ir tarptautinio švietimo pro­fesorius. Mokslinių interesų sritys: lygina­mosios edukologijos mokymas, lyginamo­sios edukologijos teorija, mokytojų rengi­mas, aukštasis mokslas Afrikoje. Adresas: North-West University, Private Bag X 6001, Potchefstroom Campus, South Afri­ca. El. paštas: Charl.Wolhuter@nwu.ac.zaRIMANTAS ŽELVYS – socialinių mokslų (edukologijos) habilituotas daktaras, Vil­niaus universiteto Edukologijos katedros profesorius. Mokslinių interesų sritys: švietimo politika, švietimo vadyba, aukšta­sis mokslas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: rimantas.zel­vys@leu.lt

In the hardwared learning environments prepared during the process of training the teachers who have established the base of the high quality and appropriate for the era necessities of human capacity. The attitudes of teaching staffs to the teacher candidates can provide the formation of the desired characteristics of the teacher. To Davies (1999) in order to form the understanding of a democratic life, it has been connected to being democratic of the educational system and environments. It is obvious that the physical, social, phychological and technical characteristics of learning environment have a great role to form the desired behaviors. The aim of the contemporary teacher training is to educate the well hardwared and gained democratic attitudes and behaviors teacher candidates who think freely, take the responsibilities of learning, take participative part in learning environments, can criticize and be open to be criticized, can make the reason ' result relationship among the things they learned, can interrogate the things they learned, can use the knowledge creatively, can reflect the things they learned and can solve the problems by the things they learned. And also the teaching staff in Educational Faculty whose especially work is to train teachers first should have the same characteristics to be given to the teacher candidates (Şen and Erişen, 2002). From this point of view, in the survey, we have tried to determine the perceptions of the teacher candidates about the democratic attitudes of the teaching staffs. The aim of this research is from the point of various changes to determine if they have been differentiated or not by defining the democratic attitudes of the teaching staff gained during the teacher education in the learning environments. The research method is, by using survey method to determine the perceptions of the teacher candidates about the democratic attitudes of the teaching staffs (city of Kars case). The survey method is the study that tries to describe and to explain what the events, the objects, the existances, the institutions, the groups and the different fields are it has been aimed at giving an answer to the question" What are these?". The study group of the survey is consisted of the teacher students registered in the 1st, 2nd, 3rd, 4th classes, 1856 of the teacher students in the department of Primary school teaching, Social science teaching, Turkish teaching, Preschool teaching and Science teaching of the Educational Faculty of Kafkas University. In data collection the questionnair form for the perceptions of the teacher candidates about the democratic attitudes and behaviors of the teaching staffs prepared by Duman and Koç, has been used. The questionnair prepared in likert attitude has been consisted of two sections. In the first section there are demographic features about the teacher candidates and teaching staffs, and in the second section, there are expressions about the democratic attitudes and the behaviors at what level the teaching staffs have shown. In the analysis of the data taken from the measure instrument by doing dataentry in the SPSS 18.00 statistical analyzing program, in order to determine the searching problem some analysis have been made according to the features of the variabilities.

The aim of this article is to present examples of upbringing and educational activities undertaken in the pedagogical past that were published in the Ruch Pedagogiczny [ Pedagogical Movement ] journal in the years 1918–1939. The method of the qualitative analysis of the source material was applied to the “Articles” section of selected issues of the journal published in the period under study. It was found that Ruch Pedagogiczny published articles promoting upbringing and educational traditions which reminded the readers of the relationship between traditional and innovative approaches in the field of education. These articles described the changes to be introduced in elementary education and in teacher training at this level, and their aim was to encourage teachers to engage in professional self-development and to promote proactive, creative and patriotic attitudes. The history of education and upbringing was presented through the activities of individuals, schools and various institutions from Poland, Europe, and the world that were directly and indirectly connected with the education system and its reforms. The beginning of the 20 th century witnessed a growing interest in innovative trends in education and upbringing. As can be seen from the results of the analysis of the articles published in Ruch Pedagogiczny , teachers’ attention was drawn to the need to learn about pedagogical novelties, although the pedagogical past was not neglected. Attempts were made to demonstrate the achievements of outstanding figures from the history of education and upbringing and to recall examples from the past in order to encourage readers to actively participate in the changes. Knowledge of the latest trends in education and upbringing and knowledge of the pedagogical past were to contribute to the improvement of teachers’ professional qualifications. Ruch Pedagogiczny can thus be seen as a source for studies on the history of schools and teacher training.

Introduction. The research problem: internal reference points related to the value-semantic bases of both pedagogical activity and university training are insufficiently updated (actualized). The aim of the study is to justify the need to implement a value-semantic approach in the professional training of future teachers and to determine the value-semantic orientations of pedagogical university students.Materials and Methods. The methods of qualitative research were used: theoretical (analysis of monographs and scientific articles in issues related to pedagogical activity, pedagogical training and professional training of a teacher), empirical: analysis of TSPU students’ essays "My pedagogical history" in order to identify students’ value-semantic aspects of both the teacher's activity and their personal meanings and attitude to the profession.Results. Anthropological and humanitarian contexts of education development draw increasing attention to the value-semantic training of teachers and search for their own meaning of pedagogical activity. The idea of practicing different models of joint activities at the university can form the basis of meaningful pedagogical activity. Three semantic accents have been found in students' essays expressing their attitude to the teaching profession and influencing self-determination: neutral attitude (excess of personal meanings), unconscious or unshaped attitude (unshaped meanings), conscious positive attitude (meaning generation, personal position formation).Discussion and Conclusions. In the context of pedagogy of joint activity, different ways of goals formation and ways of organizing teacher training at a pedagogical university are highlighted. It is this context that enriches the value-semantic sphere of the future teacher and allows moving from the perception of the pupil as an object of pedagogical influence to seeing him as a co-executor, then as a significant and influential participant of activity. Professional teacher training in higher education should be organized to make the future teacher appreciate not only the pupil and interaction with him, but also his own personality and professional development.

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

Natural risks linked to climate change have become a priority issue for the international community. The objective of this research is to evaluate to what extent Social Science teacher training and didactic activities to teach about floods are adequate to meet the challenge based on the social representation of teachers in training and active Social Sciences teachers. Data were obtained through a mixed questionnaire from a sample of undergraduate and postgraduate trainee teachers from several Spanish universities, and practicing secondary education teachers (N = 784) (between 2018-19 and 2022-23). The results reveal little or no training of the participants on climate change, natural disasters and floods throughout their careers, with the exception of postgraduate students who graduated in Geography. Likewise, there is a negative perception in relation to their training to teach these topics in the classroom, a limited diversity of didactic proposals and classroom strategies for their treatment in class, instead perpetuating those of a traditional and transmissive nature. In conclusion, the need to improve teacher education and training on climate change and its associated natural risks is confirmed in order to contribute to an improvement in socio-territorial resilience and the formation of an active and participatory citizen consciousness.