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

Abstract

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were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets.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.

The Training Needs of In-Service Teachers for the Teaching of Historical Thinking Skills in Compulsory Secondary Education and the Baccalaureate Level

“…Specifically, the results of these studies demonstrated that teachers attribute a high level of priority to training on different types of resources such as heritage, cinema, museums, and artistic productions, in addition to training on other digital resources such as mobile applications, geolocation devices and the creation of videos and digital printing, although some such resources, such as videogames and augmented reality, obtained a lower evaluation. These results also coincide with those of Guerrero-Romera et al (2021) on the importance and relevance attributed by teachers to these types of resources, although they are not always those which are most used for teaching (Cuenca, 2009;Cózar-Gutiérrez and Sáez-López, 2016;Roblizo et al, 2016;Gómez and Miralles, 2017;Chaparro and Felices de la Fuente, 2019). This is particularly important if it is taken into account that the use of certain resources is associated with approaches and methodologies which are more student-centered and those in which the teaching strategies and resources serve to achieve learning which is more comprehensive and critical of History (Gómez and Miralles, 2017;Landers and Armstrong, 2017;Özdener, 2018;Sánchez Ibáñez et al, 2020;Guerrero-Romera et al, 2021).…”

“…These results also coincide with those of Guerrero-Romera et al (2021) on the importance and relevance attributed by teachers to these types of resources, although they are not always those which are most used for teaching (Cuenca, 2009;Cózar-Gutiérrez and Sáez-López, 2016;Roblizo et al, 2016;Gómez and Miralles, 2017;Chaparro and Felices de la Fuente, 2019). This is particularly important if it is taken into account that the use of certain resources is associated with approaches and methodologies which are more student-centered and those in which the teaching strategies and resources serve to achieve learning which is more comprehensive and critical of History (Gómez and Miralles, 2017;Landers and Armstrong, 2017;Özdener, 2018;Sánchez Ibáñez et al, 2020;Guerrero-Romera et al, 2021). However, a change can be perceived even if it does not affect all teachers in equal measure as some demonstrate an interest in training in more traditional teaching resources and do not express an interest in being trained in active methodologies or have a moderate level of interest in digital resources.…”

“…Different studies have shown that the teaching methods adopted are heavily influenced by the teachers' approaches to teaching and their relationship with their students' learning approaches and academic results (Kember and Gow, 1993;Trigwell et al, 1999;Kember and Kwan, 2000;Gibbs and Coffey, 2004;Trigwell and Prosser, 2004;Postareff et al, 2008;Gargallo et al, 2015). Likewise, the use of a specific teaching approach may be related with the use of a specific model, strategy, or resources in the classroom Guerrero-Romera et al, 2021, 2022Gómez-Carrasco et al, 2022).…”

La percepción del profesorado universitario sobre su colaboración con las instituciones patrimoniales en la enseñanza de la historia

“…Si ampliamos el marco geográfico, los maestros de Primaria y profesores de Secundaria de diez regiones españolas constatan las conclusiones de los estudios anteriores, pues consideran el patrimonio histórico y cultural cercano; las producciones artísticas; y los museos y otros centros de interpretación patrimonial como los recursos más útiles para enseñar historia (Guerrero et al, 2020).…”

Level of Digital Teaching Competence on the Verge of the Post Pandemic

“…When working with primary and secondary level teachers in the area of history, their teaching was valued with higher scores because they used more active resources in their teaching methodologies (artistic productions, heritages and museums); but there are also those that were valued with lower scores in these times of digitalization (video games, books with text and mobile devices or tablets with historical content), concluding that educational historical heritages are the best perception in traditional teaching [13]; also the education most affected by technology was higher education, but whose development in their approaches were successfully developing teaching-learning with low level results in digital competencies in their teachers as in pedagogical and technological areas [14], so the rise of ICT and educational applications should have a progressive development in university teachers, since they are at an intermediate level within digital competencies, with the difference of the group of young teachers (millennials) whose digital level is advanced. This adaptation is the effect of the rapid response of universities and their adoption of ICT with educational policies to promote digital competence in university teachers [15], these ICT and digital competencies have an important role for the 2030 agenda in Spain, since its fulfillment will depend on society in its "digital" culture, sustainability and responsibility for the future is in the training of those students at the initial and primary level [16].…”