Abstract
This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.
Highlights
We begin by identifying the role and the level of recognition that scientific knowledge has compared with other domains of study and knowledge, such as pedagogy, that influence the processes of the pre-service education of teachers
We found that there is relative autonomy at the university level, the educational system sacrifices educational quality for economic market-driven demands, Colombia’s educational policies respond to global addresses, the assumptions of policymakers do not take into account the research results, there are no clear policies on science education (SE), and there are no policies on environmental education (EE) in the preservice education of teachers
This study has allowed us to identify the importance of the analysis of the socio-political context, and to recognize the conception of education in terms of the mechanization process, making it possible to expose the participation of the state, the government, and the public policymakers in a social network, not in terms of a linear relationship, but as a dynamic relationship in which the social actors participate in the different contexts that are part of the construction of the policy
Summary
We begin by identifying the role and the level of recognition that scientific knowledge has compared with other domains of study and knowledge, such as pedagogy, that influence the processes of the pre-service education of teachers. We found similarities between European and Latin American research regarding how the scientific component is granted a higher status in undergraduate careers, and given greater power over the pedagogical, didactic, and environmental education (EE) components, generating, in some cases, a subordination that is unconscious and uncritical of hegemonic positions and that would directly influence the processes of the pre-service education of teachers. This could result in the generation of a worldview characterized by the instrumentalization, verification, and devaluation of knowledge other than scientific knowledge. A consequence of the globalization of ideologies; according to Jicking and Wals (2008) “the powerful wave of neo-liberalism rolling over the planet, with pleas for ‘market solutions’ to educational problems and universal quality-assurance schemes, are homogenizing the educational landscape” (p. 2)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
