Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

En el camino de fijar claves que permitan introducir cambios instruccionales y didácticos que sirvan para optimizar la formación inicial de docentes, este trabajo tiene por objetivo principal analizar los hábitos lectores (autopercepción de nivel lector, frecuencia lectora, motivación…) que presentan 170 maestros en formación en relación con el formato de lectura preferido (digital o convencional) y con la percepción de las estrategias metacognitivas lectoras que emplean. Los resultados muestran preferencias por los medios digitales para el caso de la lectura recreativa y académica, así como una mejor relación con la lectura, estadísticamente significativa, para el caso de las mujeres. También se concluye una correlación positiva y significativa entre hábitos lectores y percepción de la metacognición lectora, la cual merece ser tenida en cuenta para reforzar los procesos lectores (digital y convencional) durante la formación de estos futuros mediadores de la lectura.

Teacher training is a strategic aspect to achieve quality education and, therefore, bring closer Horizon 2030 and sustainability. The aim of this work is to present the outcome of an innovative transdisciplinary educational proposal with 176 primary teachers in training with the goal of raising their sustainability awareness. It was implemented at the same time in a Social sciences subject and in an Social sciences one demonstrating both its transdisciplinary nature and the fact that sustainability is a transversal aspect in the curriculum. A mixed methods research design was used. Work products were analyzed, such as the creation of a digital story for children about sustainability and some related activities. In addition, the perceived impact of the educational experience in the teaching-learning process and sustainability attitudes were assessed using two validated questionnaires. The results show a high level of perception of the impact of the experience in the motivation of preservice teachers, the learning of concepts related to the subject, and, especially, the usefulness of this proposal for their professional future. Furthermore, their sustainability attitudes at the end of the semester were very high, with scores above 4 (out of 5) for all measured dimensions. The relevance of advocating for a transdisciplinary education for sustainability, which begins in teacher training faculties, is concluded.

This article examines the effect of different educational approaches to environmental education (EE) in the environmental attitudes of 507 preservice teachers. In one experimental group EE was addressed in a science subject and in other experimental group in a literature subject. The latter integrated content and competences in a transdisciplinary way, overcoming the idea that environmental attitudes should only be addressed in science classes. The analysis of their responses to the Environmental Attitudes Inventory (EAI) in a prestest-postest design show that both approaches were able to increase their pro-environmental attitudes, while the control group showed no significant changes. The educational intervention at the literature subject was able to significantly increase those dimensions related to preserving nature and the diversity of natural species in their original natural state, while the educational intervention at the science subject was also able to significantly decrease those dimensions related to the belief that it is right and even necessary to use and alter nature, natural phenomena, and species for human objectives. Female future teachers had more favorable attitudes towards nature than their male counterparts, but no statistically significant differences were observed according to gender for a specific educational approach.

Este trabajo investiga la autoevaluación de la creatividad de los docentes en formación, al tiempo que analiza cualitativamente las evidencias de trabajo que conforman un conjunto de cuentos digitales. Estos forman parte de una propuesta didáctica basada en la interdisciplinariedad y el ecofeminismo, entendido este como un sincretismo didáctico clave para asimilar el papel trascendental de las mujeres en la preservación de la naturaleza y contribuir a su difusión en su futuro quehacer profesional. La muestra se compone de 93 estudiantes repartidos entre una asignatura de Ciencias y otra de Letras de los Grados de Maestro Especialidad Infantil y Primaria. Los resultados del test de creatividad K-DOCS muestran que los estudiantes de Magisterio tienen una concepción elevada de su creatividad en los dominios cotidiano y académico e intermedia en el resto, y que los hombres tienen una mayor concepción de su creatividad que las mujeres excepto en el dominio artístico (con diferencias significativas en todos ellos, excepto el cotidiano). No se encontraron diferencias en función de los estudios de origen. El análisis mediante Atlas.ti de los cuentos digitales preparados con temática ecofeminista, sin embargo, muestra que la creatividad real de los estudiantes es baja y que además no existe ninguna correlación entre la autopercepción de creatividad y la creatividad de producto.

The recent Spanish education law, LOMLOE, highlights the importance of integrating creativity into all subjects in Primary Education. Teachers play a crucial role in this process, yet often lack adequate training, and research on their beliefs about creativity remains limited. This study examines the creative self-perception of Spanish in-service Primary Education teachers and their beliefs about teaching for creativity, using two previously validated instruments. The findings reveal a moderate self-perception of creativity across various domains, with significant gender differences, as well as a positive attitude towards teaching for creativity. No significant differences were found based on age or years of teaching experience, suggesting a static nature within the teaching profession, misaligned with emerging educational challenges. The correlational analysis indicates a positive relationship between creative self-perception and different dimensions of teaching for creativity, highlighting the importance of support from educational institutions. These findings advocate for continuous teacher training and resources to strengthen creativity-focused teaching practices.