Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Cosme J. Gómez-Carrasco, Pedro Miralles-Martinez, Olaia Fontal and Alex Ibañez-Etxeberria
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Cosme J. Gómez-Carrasco: Departament of Mathematics and Social Sciences Education, University of Murcia, 30003 Murcia, Spain
Pedro Miralles-Martinez: Departament of Mathematics and Social Sciences Education, University of Murcia, 30003 Murcia, Spain
Olaia Fontal: Department of Didactics of Musical, Plastic and Corporal Expression, University of Valladolid, 47002 Valladolid, Spain
Alex Ibañez-Etxeberria: Departament of Social Sciences Education, Universiy of the Basque Country (UPV-EHU), 20018 San Sebastian, Spain

Sustainability, 2020, vol. 12, issue 3, 1-21

Abstract: Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

Keywords: cultural heritage; heritage education; history education; teacher education; methodological approaches; active methodologies (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

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