Concepciones del profesorado sobre el uso educativo del patrimonio

Abstract

Estudio exploratorio en el que se identifican las concepciones del profesorado gallego sobre el patrimonio y la forma en que se trabaja en el aula. Participan en el estudio 76 docentes en activo de las etapas de infantil, primaria y secundaria, pertenecientes a 20 centros educativos de la provincia de A Coruña (Galicia). Para la recogida de información se diseña un cuestionario con nueve preguntas abiertas. Los datos se analizan a través de ocho categorías que se subdividen en variables, creadas a partir de las respuestas obtenidas y teniendo en cuenta estudios similares. Los resultados más relevantes muestran: a) falta de correspondencia entre investigación y enseñanza, b) cierta aleatoriedad en el diseño y la implementación de actividades de educación patrimonial. El estudio apunta hacia varias direcciones en las que parece deseable avanzar para la mejora en ámbito de la educación patrimonial: institucionalización, formación continua, investigación e innovación y comunidades de aprendizaje en torno a la educación patrimonial.

Perceptions of Heritage among Students of Early Childhood and Primary Education

“…Research into Spanish teachers' attitudes, understanding and use of heritage as a teaching and learning resource has produced a number of interesting studies, including Cuenca [22], Felices, Chaparro and Rodríguez-Pérez [42], Estepa, Ávila and Ferreras [43], Conde and Armas [44], and Castro-Fernández et al [16]. Molina and Muñoz's [45] (p. 876) case study of heritage education in secondary schools reveals the persistence of a "fragmentary, academic" view of heritage and a tendency among teachers to teach it "descriptively and therefore passively", while Marín-Cepeda and Fontal's [46] analysis of secondary school student attitudes to heritage highlights the students' lack of awareness of intangible heritage.…”

“…Molina and Muñoz's [45] (p. 876) case study of heritage education in secondary schools reveals the persistence of a "fragmentary, academic" view of heritage and a tendency among teachers to teach it "descriptively and therefore passively", while Marín-Cepeda and Fontal's [46] analysis of secondary school student attitudes to heritage highlights the students' lack of awareness of intangible heritage. Finally, Castro-Fernández et al's [16] survey of teachers in early childhood, primary and secondary education shows a marginal, irregular appearance of heritage within the curriculum. Similar studies involving student teachers and pupils from different levels of education have also been carried out in relation to other countries (such as Germany, Turkey and the United States) by authors such as Yeşilbursa and Barton [20], Dönmez and Yeşilbursa [21], Curtis and Seymour [24], Yeşilbursa and Uslu [47], and Röll and Meyer [48].…”

“…The initial hypothesis of the study was that any differences between the two groups of student teachers would not be significant. Previous studies show that teacher training in this area is based on a largely local, material notion of heritage [16,50]. This study aims to examine the similarities and differences between the two groups in more detail.…”

“…The data for the study were collected using a previously published mixed qualitativequantitative questionnaire [58], similar to those used in other studies to survey perceptions about heritage among teachers and secondary school pupils [16,46] (Table 1). The questionnaire was validated by a panel of four heritage education specialists.…”

“…The growing body of research into the educational potential of heritage [12][13][14][15] has not been matched by changes in the classroom, however, where the traditional, monumentalist notion of heritage still prevails [16]. Despite the improved performance of teachers who adopt a counter-hegemonic heritage education methodology [17], studies show that most trainee teachers find it difficult to identify heritage and its importance [15,16], and this can have a detrimental effect on their teaching [18] and decision-making [19] abilities. For this reason, heritage education should be included in teacher training to inform teachers about heritage [20,21] and its educational value [10,11].…”