An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis

Jairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Pedro Miralles-Martínez and Inmaculada Aznar-Díaz
Additional contact information
Jairo Rodríguez-Medina: Department of Pedagogy, Faculty of Education, University of Valladolid, 47011 Valladolid, Spain
Cosme J. Gómez-Carrasco: Department of Mathematics and Social Sciences Teaching, Faculty of Education at University of Murcia, 30100 Murcia, Spain
Pedro Miralles-Martínez: Department of Mathematics and Social Sciences Teaching, Faculty of Education at University of Murcia, 30100 Murcia, Spain
Inmaculada Aznar-Díaz: Department of Didactics and School Organization, Faculty of Education Sciences at University of Granada, 18071 Granada, Spain

Sustainability, 2020, vol. 12, issue 8, 1-23

Abstract: We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.

Keywords: historical thinking; active learning methods; students’ perceptions; history teaching; secondary education (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 (2)

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/8/3124/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/8/3124/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:8:p:3124-:d:344997

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().