The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers

Delfín Ortega-Sánchez and Joan Pagès Blanch
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Delfín Ortega-Sánchez: Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Joan Pagès Blanch: Department of Language, Literature and Social Science Education, Autonomous University of Barcelona, 08193 Bellaterra (Cerdanyola del Vallès), Spain

Social Sciences, 2020, vol. 9, issue 2, 1-17

Abstract: The principal objective of the present study is to analyze the representations of Primary Education trainee teachers ( n = 232) involving the end-purposes of teaching History and, in particular, their views on the didactic treatment and curricular inclusion of social problems at this educational stage. A mixed investigation method is applied, which combines both qualitative and quantitative approaches. The results pointed to a predictive influence of the degree of importance attached to the didactic treatment of social problems and the frequency with which they were covered on the Degree Course, for the assessment of their explicit inclusion in the Social Sciences curriculum. Likewise, the educational potential of the social problems appeared to be unconnected to the most highly assessed end-purposes, which are related to the development of social, critical, and creative thought for participation and social intervention.

Keywords: end-purposes of history teaching; relevant social problems; teacher training; Primary Education; social thought (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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