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Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers

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  • Juan Ramón Moreno-Vera

    (Departamento de Didáctica de las Ciencias Matemáticas y Sociales, Universidad de Murcia, 30100 Murcia, Spain
    Facultad de Educación, Universidad Autónoma de Chile, Temuco 4810101, Chile)

  • Santiago Ponsoda-López de Atalaya

    (Departamento de Didáctica General y Didácticas Específicas, Universidad de Alicante, 03690 San Vicente del Raspeig, Spain)

  • José Antonio López-Fernández

    (Departamento de Didácticas Específicas, Universidad de Córdoba, 14004 Córdoba, Spain)

  • Rubén Blanes-Mora

    (Departamento de Didáctica General y Didácticas Específicas, Universidad de Alicante, 03690 San Vicente del Raspeig, Spain)

Abstract

This study examines the conception of heritage—holistic or traditional—among future early-childhood and primary teachers. In order to do this, our objective was to analyze trainee teachers’ perceptions surrounding the conception of heritage. To carry out the analysis, we designed and validated a questionnaire with closed-ended questions (Likert scale 1–5) and one open-ended question about the elements that respondents considered to be part of what we define as heritage. The participants (n = 602) study at the universities of Alicante, Murcia, and Córdoba, and the investigation took place during 2018/19 and 2019/20 academic years. The results show a traditional conception that is still attached to immovable monumental heritage, with lower scores for intangible and natural heritage. However, there were some high scores for traditions and popular festivals, which are a frequent educational resource in early-childhood and primary classrooms. In conclusion, this non-holistic conception of heritage could be changed if an active and varied use of heritage resources were introduced from the early stages of education.

Suggested Citation

  • Juan Ramón Moreno-Vera & Santiago Ponsoda-López de Atalaya & José Antonio López-Fernández & Rubén Blanes-Mora, 2020. "Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers," Sustainability, MDPI, vol. 12(21), pages 1-13, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:8921-:d:435465
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    References listed on IDEAS

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    1. Cosme J. Gómez-Carrasco & Pedro Miralles-Martinez & Olaia Fontal & Alex Ibañez-Etxeberria, 2020. "Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)," Sustainability, MDPI, vol. 12(3), pages 1-21, January.
    2. Albert Satorra & Peter Bentler, 2010. "Ensuring Positiveness of the Scaled Difference Chi-square Test Statistic," Psychometrika, Springer;The Psychometric Society, vol. 75(2), pages 243-248, June.
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    Cited by:

    1. José A. López-Fernández & Silvia Medina & Miguel J. López & Roberto García-Morís, 2021. "Perceptions of Heritage among Students of Early Childhood and Primary Education," Sustainability, MDPI, vol. 13(19), pages 1-16, September.

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