An Examination of Epistemic Beliefs about History in Initial Teacher Training: A Comparative Analysis between Primary and Secondary Education Prospective Teachers

Miguel-Revilla, Diego; Merino, María Teresa Carril; Agustí, María Sánchez

doi:10.1080/00220973.2020.1718059

Cited by 28 publications

(33 citation statements)

References 35 publications

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“…In the study by Colomer et al (2018), students of a primary education teaching degree obtained better scores in items relating to pedagogical knowledge than in content knowledge, as has also been found in other studies (García-Valcárcel and Martín del Pozo, 2016;Gómez-Trigueros, 2015). However, in a recent study carried out by Miguel-Revilla et al (2020a), on students of the Master's Degree in Teacher Training in Secondary Schools, the levels of content knowledge and pedagogical knowledge of content are higher. This is due to the fact that in the study plans of initial teacher training for primary education subjects relating to pedagogy and specific didactics are predominant, whereas in the study plans of university courses geared towards secondary education teaching, the subjects are disciplinary (geography, history, the history of art) with pedagogical and didactical training being taught in postgraduate courses (master's degrees).…”

Section: Discussionmentioning

confidence: 92%

“…The last dimension was concerned with how the teachers taught conflictive historical topics in the classroom. This second block was based, on a theoretical level, on the "Beliefs About History Questionnaire", designed by Maggioni et al (2009) and that has been translated to Spanish and used in the Spanish context with pre-service teachers (Miguel-Revilla et al, 2017, 2020a. In addition, for the identification of historical competences, the studies of Wineburg (1991) and Seixas and Morton (2013) have been followed and those developed in Spain by Carretero (2019a), Domínguez (2015), Gómez and Sáiz (2017), Gómez and Miralles (2016), González et al (2011), López-Facal et al (2011 and Sáiz and López-Facal (2015).…”

Section: Methodsmentioning

confidence: 99%

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Primary and secondary school teachers’ perceptions of their social science training needs

Sánchez-Ibáñez

Romera

Martínez

2021

Humanit Soc Sci Commun

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Competency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

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Section: Discussionmentioning

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Primary and secondary school teachers’ perceptions of their social science training needs

Sánchez-Ibáñez

Romera

Martínez

2021

Humanit Soc Sci Commun

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“…Despite all these changes, educational research indicates that the influence of old teachings often remains in many primary and secondary school classrooms (Tutiaux-Guillon, 2008;Cuban, 2016;Harris and Burn, 2016;Moreno-Vera and Alvén, 2020) and that the explanation lies in the social representation of these subjects. In this vein, it is vital to understand how much of an impact tradition has on maintaining the aforementioned perceptions and to evaluate the role of epistemological disciplinary training when it comes to breaking with this tradition in order to adopt new perspectives and approaches in the classroom (Martens, 2015;Miguel-Revilla et al, 2020). In this respect, as explained by many authors regarding different school subjects, it is difficult to develop consistent didactic knowledge without solid understanding of the subject matter (Hashweh, 2005;Abell et al, 2009;König, 2013).…”

Section: Teaching History and Curriculum Modelsmentioning

confidence: 99%

The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

Monserrat¹,

Fuertes-Muñoz²,

Asensi-Silvestre³

et al. 2021

Humanit Soc Sci Commun

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This work analyses the impact of disciplinary training on future Primary and Secondary School teachers’ decision to adopt a critical approach for teaching history. To do this, we will use a two-phase mixed methodological approach (quantitative and qualitative) to analyse the relationship between their previous training and the use of epistemological and psycho-pedagogical objectives and paradigms as outlined in a critical curriculum model. As regards data collection in the first phase, a closed questionnaire was created and validated, using a Likert-style (1–5) evaluation scale. The data was codified using the statistical package SPSS v.26.0 for subsequent analysis. The selected sample included 215 students from a Spanish university on the following courses: Degree in Primary Education (n = 145) and Master’s Degree in Secondary School Teaching specialised in history and geography (n = 70). They were all in the last stage of their initial training. In the second phase, we selected some of the students to participate in discussion groups, where they were able to go into more depth with their answers. In this way, we could better understand the link between their disciplinary training and the adoption of a determined model of history education. To do this, we separated them into three groups with different profiles: students taking the Degree in Primary Education unrelated with History (n = 8), students taking the Degree in Primary Education specialised in arts and humanities (n = 8) and students taking the Master’s Degree in Secondary School Teaching specialised in history and geography (n = 8). The data was gathered using an open coding procedure, based on several categories, which allowed us to compare the different questionnaires. The results reveal significant differences between the different groups. As such, we can conclude as to the importance of mastering epistemological disciplinary knowledge to break with certain traditions which impede innovation and make the adoption of a critical educational model more difficult.

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“…De todas formas, y pese a los matices a tener en cuenta, el establecimiento de planes formativos específicos, donde se hagan explícitos aquellos conceptos anteriormente ocultos sobre la naturaleza de ambas disciplinas puede ayudar a facilitar el trabajo en torno a las mismas (Miguel-Revilla et al, 2017;Suárez, 2012). Desde este punto de vista, la formación de un profesorado crítico, capaz de comprender los matices y discusiones centrales existentes en cada área, se establece como objetivo primordial, siempre con la finalidad de…”

Section: Discusión Y Conclusionesunclassified

Creencias epistémicas sobre la Geografía y la Historia en la formación inicial del profesorado de Educación Infantil y Primaria

Miguel-Revilla

Portela

2018

DCES

Self Cite

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Las creencias epistémicas relacionadas con la Geografía y la Historia influyen en la manera en la que los docentes abordan su enseñanza. Esta investigación de métodos mixtos centra su atención en el profesorado en formación de Educación Infantil y Primaria, y en la relación entre sus visiones sobre ambas disciplinas. A través de la aplicación de un cuestionario de respuesta abierta, y utilizando dos marcos de análisis basados en niveles de competencia, se realiza un examen de las posiciones de 63 docentes en formación. Los resultados muestran la existencia de una correlación positiva, estadísticamente significativa, entre las creencias de ambas disciplinas. Se concluye proponiendo la necesidad de trabajar de forma específica en torno a la naturaleza de ambas áreas.

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An Examination of Epistemic Beliefs about History in Initial Teacher Training: A Comparative Analysis between Primary and Secondary Education Prospective Teachers

Cited by 28 publications

References 35 publications

Primary and secondary school teachers’ perceptions of their social science training needs

Primary and secondary school teachers’ perceptions of their social science training needs

The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

Creencias epistémicas sobre la Geografía y la Historia en la formación inicial del profesorado de Educación Infantil y Primaria

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