La opinión del profesorado de Educación Secundaria sobre el papel del patrimonio en la enseñanza formal de las ciencias sociales: un estudio de caso

Puché, Sebastián Molina; Cutillas, Rafael Emilio Muñoz

doi:10.5209/rev_rced.2016.v27.n2.48411

Cited by 21 publications

(21 citation statements)

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“…As for teachers in training's perceptions about the use of heritage elements in the teaching-learning processes of historical contents, we confirm that there is a positive assessment towards the incorporation of this resource in Secondary Education teaching, as is evidenced by similar works (Miralles et al, 2017;Chaparro and Felices, 2019;. However, these positions contradict to some extent the opinion of active teachers, who have a more fragmented and academic vision of the use of heritage in the classroom, giving it a more static and monumentalist assessment that is incorporated into the teaching process with a mainly descriptive character (Molina and Muñoz, 2016).…”

Section: Discussionsupporting

confidence: 82%

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Fuente

Sainz

Pérez

2020

Humanit Soc Sci Commun

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Recently, heritage education has undergone significant development, consolidating itself as a scientific discipline in the last two decades. In this sense, it is a key element for teaching history and training social and civic skills. However, in Spanish school contexts the presence of heritage in connection with historical education is currently scarce and anecdotal. Transforming this situation necessarily involves knowing the opinion of future Secondary Education teachers about the possibilities that they grant to heritage to develop historical thinking. Only in this way it is possible to detect the needs that future teachers show to intervene in them and improve training processes at the university. Therefore, this paper analyses the perceptions of heritage in future secondary education teachers at three Spanish universities (Malaga, Almeria, and Murcia), with a total sample of 112 participants (n = 112). It combines a quantitative study using a Likert scale questionnaire, with a qualitative one, by means of a series of open questions about the participants’ perceptions of teaching methodologies and didactic resources. This allows some striking conclusions to be drawn, as well as certain contradictions that allude to the gap between the hegemonic forms of teaching that they have known as students, and those that they would like to develop when they enter teaching. These trainee teachers attach great importance to the use of tangible and intangible heritage to teach history and make it an attractive subject. They also show great interest in local history, museums, and new technologies. All of this is rarely used in the teaching of history in Spain at the Secondary Education stage, and therefore is a deficiency that future teachers recognize needs addressing. The teaching of heritage should promote a greater role for students, making them builders of their own learning. This means acquiring not only concepts, but above all skills and civic values, based on the study of heritage.

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Section: Discussionsupporting

confidence: 82%

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Fuente

Sainz

Pérez

2020

Humanit Soc Sci Commun

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“…On the other hand, Castro-Fernández et al (2020) commented on the reasons that could condition the use of heritage in the classroom, the disconnection between research and the teaching of heritage. Molina and Muñoz (2016) also highlighted as possible causes, that teachers perceive work with heritage as an extracurricular element, the density of the subject matter and the lack of time to design and develop resources and activities, as well as the lack of specific training, both initial and continuous, for teachers on more innovative teaching approaches and strategies in heritage education (Castro and López, 2019).…”

Section: Discussionmentioning

confidence: 99%

Active teachers’ perceptions on the most suitable resources for teaching history

Romera

Sánchez-Ibáñez

Escribano-Miralles

et al. 2021

Humanit Soc Sci Commun

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The objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.

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“…La amplitud del problema aconseja su delimitación. Los docentes son esenciales para el desarrollo de la educación patrimonial, sin embargo, son escasas las investigaciones sobre sus concepciones acerca del patrimonio que los tienen como protagonistas (Molina & Ortuño, 2017;Yeşilbursa & Barton, 2011). El número de investigaciones se reduce aún más sobre el profesorado de las etapas de educación infantil y primaria.…”

Section: Introductionunclassified

Concepciones del profesorado sobre el uso educativo del patrimonio

Fernández¹,

Calviño²,

Miguélez³

et al. 2020

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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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.

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La opinión del profesorado de Educación Secundaria sobre el papel del patrimonio en la enseñanza formal de las ciencias sociales: un estudio de caso

Cited by 21 publications

References 0 publications

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Active teachers’ perceptions on the most suitable resources for teaching history

Concepciones del profesorado sobre el uso educativo del patrimonio

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