In the last two years, the effects of the COVID-19 pandemic on schools and its consequences for the training of new teachers have been the subject of numerous studies. The pandemic has led to a change in schools and their functioning, as trainee teachers have had to be introduced to a new environment for which university training proved to be insufficient. The pandemic poses shared challenges in which future teachers must be present. The objective of this study is to assess the perception of students enrolled in Early Childhood Education courses at the University of Extremadura (Spain) regarding the impact relationships between the subjects and agents of the educational communities. In order to achieve this goal, we present a qualitative study with a phenomenological design. The results of this research show perceptions in line with what the scientific literature shows: a profound change in the relationships between the different agents. Communication increased, but pedagogical issues were displaced by concerns about the health emergency. This study concludes with the need to broaden the knowledge of future teachers about the administrative functioning of and their relationship with the school, as well as about new resources to address new challenges.

COVID-19 has caused many difficulties worldwide, education being one of the most affected areas. This research aims to disseminate the research trends about education in the context of COVID-19 in Spain. Through a systematic review, all research works about this topic in the Spanish context, that were published between 2020–2022 in national and international high-impact journals, have been analysed. After analysing 242 articles, the results show: (a) the keywords that were used most frequently: “learning” (93); “teaching” (53); “higher education” (43); “pandemic” (30); “competence” (29); and “ICT” (22); (b) research trends, which can be categorised as the following topics, among others: “ICT and Digitalisation”; “Teaching, Learning, and Innovative methodologies”; “Educational Policies”; “Sustainability”; “Acquisition and Development of Skills and Competences”; “Health and Welfare”; (c) that the most popular topic in educational research in Spain was “Teaching, Learning, and Innovative Methodologies” (19.30%), followed by “ICT and Digitalisation” (18.04%), whereas articles about educational policies were a minority (2.85%); (d) that in Spanish educational research, articles about formal education have been the most popular (86.36%), followed by articles about non-formal education (7.02%) and articles about informal education (6.62%). Consequently, the scientific community has highlighted the impact of the pandemic on education, especially in relation to “Teaching, Learning, and Innovative Methodologies”.

Revista Internacional de Educación para la Justicia Social publica dos números al año. Los objetivos de la revista son: colaborar en la difusión de la investigación educativa sobre Educación para la Justicia Social; favorecer la utilización de los resultados de la investigación para una mejora de los sistemas educativos, las escuelas y las aulas enfocada a la Justicia Social; fomentar la realización de investigaciones educativas de calidad sobre Educación para la Justicia Social; colaborar en el debate sobre problemas de investigación educativa actual y la justicia social en educación.

The crisis of neoliberalism is the crisis of the West, unable to redirect its course and threatened by internal and external contradictions. The emergence of the postmodernism has generated a new uncritical ethos that relativises Western rights and freedoms. The invasion of capitalist mercantile logic into the school, under the neoliberal paradigm, has displaced any political training from the school, contributing to contemporary cultural relativity. In the present work we will review the course of neoliberalism from its origins to the present day, and we will analyse its impact on the Western school. This journey is carried out from a critical approach. Two main consequences are detected: the substitution of knowledge by labour competences, and the promotion of a homogeneity that benefits competitiveness, but deteriorates democratic culture. We conclude with the requirement for schools to abandon relative narratives and embrace democratic values in order to improve the coexistence and the political participation.