IDEAS home Printed from https://ideas.repec.org/a/gam/jscscx/v9y2020i2p9-d313725.html
   My bibliography  Save this article

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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Delfín Ortega-Sánchez & Joan Pagès Blanch, 2020. "The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers," Social Sciences, MDPI, vol. 9(2), pages 1-17, January.
    • Handle: RePEc:gam:jscscx:v:9:y:2020:i:2:p:9-:d:313725
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2076-0760/9/2/9/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2076-0760/9/2/9/
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Delfín Ortega-Sánchez & Joan Pagès Blanch & Jaime Ibáñez Quintana & Esther Sanz de la Cal & Raquel de la Fuente-Anuncibay, 2021. "Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers," IJERPH, MDPI, vol. 18(8), pages 1-18, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jscscx:v:9:y:2020:i:2:p:9-:d:313725. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.