2019
DOI: 10.1590/198053145428
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What History Do Future Teachers of Early Childhood Education Think Is Relevant?

Abstract: The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept o… Show more

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Cited by 8 publications
(13 citation statements)
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“…Three overarching themes emerged during analysis of students' use of significant history, or histories: vernacular history (here defined as local history and/or history close to the students' family life), official history and history of other places. In nine articles, students point to the significance of vernacular history in different ways: as cultural history, or as a wide range of unofficial strands of history (Apostolidou, 2012;Grever et al, 2008;Lévesque, 2005;Rivero and Pelegrín, 2019;Sant et al, 2015), or the history of refugees' home country (Virta, 2016). Levstik (2000: 300) points to a tension regarding students' interest in alternative histories, including, for example, 'race, dissent, gender and class', when interviewed teachers and teacher candidates rejected these, and avoided possibly divisive or coercive histories.…”
Section: Conceptions Of History/historiesmentioning
confidence: 99%
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“…Three overarching themes emerged during analysis of students' use of significant history, or histories: vernacular history (here defined as local history and/or history close to the students' family life), official history and history of other places. In nine articles, students point to the significance of vernacular history in different ways: as cultural history, or as a wide range of unofficial strands of history (Apostolidou, 2012;Grever et al, 2008;Lévesque, 2005;Rivero and Pelegrín, 2019;Sant et al, 2015), or the history of refugees' home country (Virta, 2016). Levstik (2000: 300) points to a tension regarding students' interest in alternative histories, including, for example, 'race, dissent, gender and class', when interviewed teachers and teacher candidates rejected these, and avoided possibly divisive or coercive histories.…”
Section: Conceptions Of History/historiesmentioning
confidence: 99%
“…Most results concerning significant substantive knowledge seem to be influenced by the national context, where historical figures and events are chosen from an ethnocentric and nationalist perspective (for example, Apostolidou, 2012;Avarogullari and Kolcu, 2016;Olofsson et al, 2017;Rivero and Pelegrín, 2019;Sant et al, 2015). One example of this is the choice of Christopher Columbus and the discovery of America as the most significant historical person and event in Spanish and Portuguese history (Rivero and Pelegrín, 2019). Informants also choose significant substantive knowledge of a political kind, although still with an influence from the national context (Bergman, 2020;Egea Vivancos and Arias Ferrer, 2018;Levstik and Groth, 2005;Sant et al, 2015;Serrano and Barca, 2019).…”
Section: Significant Substantive Knowledgementioning
confidence: 99%
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“…Auschwitz ha de repensarse, enjuiciarse y criticarse siempre, en aras de construir conciencia colectiva. Así, el metaconcepto relacionado con la dimensión ética está relacionado con la conciencia histórica, y lo está en la línea de los asuntos difíciles o conflictivos en el aula, y no solo como un término estructurante del pensamiento histórico (Rivero & Pelegrín, 2019). Este trabajo aborda la temática, fusionando el trabajo con fuentes históricas y el pensamiento ético para desarrollar la memoria y la crítica colectiva.…”
Section: Introductionunclassified