Professional development for social science teachers and student-scientific activity in pre-university education

Abstract

The research conducted delved into the professional development of pre-university social science teachers in relation to student research activities. Its objective was to develop a theoretical and practical strategy for the professional development of social science teachers that would support the growth of student research activities in pre-university schools in the Marianao municipality. Various social problems related to science and purely social issues were addressed, justified by the nature of the subject taught by the teachers and by the students' research activities. The study explored economic inequality, discrimination, unemployment, poverty, crime, violence, social exclusion, and other related issues, as well as their root causes, which could be found in economic, political, and other factors. The study allowed for a descriptive investigation, considering the phenomenological aspects of postgraduate professional development for pre-university teachers in their use of learning resources and materials for their performance in the social sciences. The theoretical methods employed included analytical-synthetic, inductive-deductive, historical-logical, and systemic-structural-functional approaches. Empirical methods included observation, experimentation, expert opinion, document analysis, and survey and interview techniques. Statistical-mathematical methods were also used. The research presented proposals based on the premise that the professional development of these teachers and student research activities at the pre-university level are inseparable. This article stems from that research with the aim of disseminating theoretical frameworks on the professional development of social science teachers at the pre-university level and their connection to student research activities.