Development of skills based on case study methodology in an integrated workshop: Perceptions of Pedagogy Students

Abstract

Implementing strategies that make it possible to find relevant solutions to environmental problems from an interdisciplinary and collaborative perspective is a challenge, especially in teacher training. The present study aims to describe the perceptions of first-year students of Pedagogy in Differential Education regarding the assessment given to the case study methodology implemented in a workshop that integrates three subjects. Under a qualitative study approach with a phenomenological design, 5 focus groups and an online
form were applied to a total of 35 students. The results show that the students identify having the skills declared in the learning outcomes, they establish a link between the skills developed in the integrated workshop with the graduate profile and perceive having developed specific and generic skills such as teamwork, critical thinking, selflearning, and understanding and awareness of the respect and dignity of people. It is concluded that the case study methodology contributes to the interdisciplinary understanding of knowledge, to its application in a
collaborative manner and significantly to the achievement of various skills established in the graduate profile.