Teacher training in heritage education: good practices for citizenship education

Abstract

Education of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.

La sostenibilidad del patrimonio en la formación de los futuros docentes de Educación Primaria: compromiso y práctica futura

“…Factores como la despoblación, o la desinformación y la violencia implican un análisis del territorio en el que los estudiantes deben comprometerse de forma activa con el objetivo de comprender, abordar y resolver los problemas sociales y ambientales actuales, tal y como señalan Cuenca et al (2020). Por otra parte, como apuntan Cuenca et al (2021) es importante trabajar con contenidos actuales relevantes, socioambientales, conectados con nuestros estudiantes y analizar a fondo su "complejidad social" (p. 21). En relación con los factores relativos al significado, su connotación y los actos de violencia y destrucción, en comunión con Bauer (2019), pensamos que la contextualización y el significado de los diferentes patrimonios pasa por una explicación ética en el aula que debe explorar los itinerarios completos de las cosas, las diferentes visiones, posturas e interpretaciones, en favor de una práctica educativa transformadora, basada en el respeto y la comprensión.…”

Preserving World Cultural Heritage: Social Justice and Sustainability Competencies via Socially-Oriented Interdisciplinary Education

“…STEM fields of study can be helpful in contexts for the classification, maintenance, administration, and care of cultural heritage (Cuenca-LÛpez et al, 2021;Monteagudo-Fernández et al, 2021;Neves, 2018;Nicolopoulos et al, 2018). However, now, more than ever, in the face of the economic and environmental crises and contemporary challenges that affect todayís world and threaten the diverse cultural heritage, studies have shown that STEM education coupled with social justice issues can offer a highly relevant synergy for the development of young people with higher-order skills who can contribute to the solution of current problems through different approaches (Bybee, 2018;Taylor, 2018).…”

Teacher Training Via Debate on the Way of St. James as Controversial Heritage

“…UNESCO has long advocated a greater presence of heritage in all levels of education and a greater relationship with professional training Faro Convention (Council of Europe, 2005): and has highlighted the value that heritage contributes to society (Jagielska-Burduk and Stec, 2019;Jagielska et al, 2021). In recent years in Spain, the amount of research carried out on heritage education has increased significantly (Cuenca, 2013;Fontal and Ibáñez, 2017;Cuenca et al, 2021). Tools such as the Plan Nacional de Educación y Patrimonio (National Plan for Education and Heritage) (Domingo et al, 2013) and the Spanish Heritage Education Observatory (Fontal, 2016b) support it as a discipline, both in social science education and in artistic education.…”