Logros, dificultades y retos de la docencia e investigación en Didáctica de las Ciencias Sociales

Resumo

This paper presents the results of a study on the current situation of the teachers in the area of Social Sciences Education in Spanish Universities. Based on the data through individual and collective questionnaires, directed to teachers who, during the course of 2014-2015, taught in this area, and using the results obtained in previous studies (Aguirre, 1988; Liceras, 2004), as well as data published by the Ministery of Education and the Universities themselves, this study reveals that, although the area has experienced significant growth in aspects such as the number of teachers, the qualification of these, or the research lines developed, this growth has been accompanied by a progressive labour precariousness that, according to the authors, could have a negative impact on the quality of its research activity, and would explain, at least in part, the difficulties it is having to reach its full scientific maturity. Recalling the origins of the area, and the role that the University Association of Teachers of Social Sciences did in its evolution and in the many achievements achieved, the area now has to face new challenges that affect both teaching and research, and which require greater job stability for this teaching staff, as well as a review of the criteria established for their accreditation, more in line with reality and more just with their specificity: Social Science Education.