Pedagogical practices from the perspective of ethics in the initial training of preschool students.

Prácticas pedagógicas desde la perspectiva de la ética en la formación inicial de los estudiantes en etapa preescolar.

Objective: This article's main purpose is to conduct a systematic review, following the guidelines and directives established by the PRISMA declaration. The focus is on analyzing pedagogical practices from an ethical perspective in the context of students' initial training. Method: The analysis was developed through a detailed exploration of the available information, seeking to cover research advances in this specific field. In order to guarantee an accurate and relevant approach, inclusion and exclusion criteria were applied. Three renowned databases, namely Web of Science (WOS), Scopus and ProQuest, were used for the search. Boolean operators were used to refine the search, such as "Practices AND pedagogical OR ethical AND teachers OR preschool OR university NOT". Results: This rigorous search process resulted in the identification of a total of 23 results, which were selected for analysis and then compiled into a matrix. This matrix reflects the title of each research paper, the methodology employed, the results obtained and the specific contributions to the topic under study. From this analysis, three distinct categories of study emerged: teacher training, training in ethics and values, and the relationship between family, school and society. Conclusions: Ultimately, the findings of this study allow us to conceive pedagogical practices as a two-way interaction between the individual and knowledge. This interaction is mediated by the everyday representations that are inserted in the learning processes. These representations play a crucial role in allowing the development of social perspectives from an ethical and moral perspective. These, in turn, influence the teaching-learning process, facilitating a constantly evolving interpretation of the pedagogical reality.