IDEAS home Printed from https://ideas.repec.org/a/pal/palcom/v7y2020i1d10.1057_s41599-020-00619-3.html
   My bibliography  Save this article

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Author

Listed:
  • María del Mar Felices-De la Fuente

    (University of Almeria (Spain))

  • Álvaro Chaparro-Sainz

    (University of Malaga (Spain))

  • Raimundo A. Rodríguez-Pérez

    (University of Murcia (Spain))

Abstract

Recently, heritage education has undergone significant development, consolidating itself as a scientific discipline in the last two decades. In this sense, it is a key element for teaching history and training social and civic skills. However, in Spanish school contexts the presence of heritage in connection with historical education is currently scarce and anecdotal. Transforming this situation necessarily involves knowing the opinion of future Secondary Education teachers about the possibilities that they grant to heritage to develop historical thinking. Only in this way it is possible to detect the needs that future teachers show to intervene in them and improve training processes at the university. Therefore, this paper analyses the perceptions of heritage in future secondary education teachers at three Spanish universities (Malaga, Almeria, and Murcia), with a total sample of 112 participants (n = 112). It combines a quantitative study using a Likert scale questionnaire, with a qualitative one, by means of a series of open questions about the participants’ perceptions of teaching methodologies and didactic resources. This allows some striking conclusions to be drawn, as well as certain contradictions that allude to the gap between the hegemonic forms of teaching that they have known as students, and those that they would like to develop when they enter teaching. These trainee teachers attach great importance to the use of tangible and intangible heritage to teach history and make it an attractive subject. They also show great interest in local history, museums, and new technologies. All of this is rarely used in the teaching of history in Spain at the Secondary Education stage, and therefore is a deficiency that future teachers recognize needs addressing. The teaching of heritage should promote a greater role for students, making them builders of their own learning. This means acquiring not only concepts, but above all skills and civic values, based on the study of heritage.

Suggested Citation

  • María del Mar Felices-De la Fuente & Álvaro Chaparro-Sainz & Raimundo A. Rodríguez-Pérez, 2020. "Perceptions on the use of heritage to teach history in Secondary Education teachers in training," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:7:y:2020:i:1:d:10.1057_s41599-020-00619-3
    DOI: 10.1057/s41599-020-00619-3
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1057/s41599-020-00619-3
    File Function: Abstract
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1057/s41599-020-00619-3?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. James Michael Buckley & Donna Graves, 2016. "Tangible Benefits From Intangible Resources: Using Social and Cultural History to Plan Neighborhood Futures," Journal of the American Planning Association, Taylor & Francis Journals, vol. 82(2), pages 152-166, April.
    Full references (including those not matched with items on IDEAS)

    Citations

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


    Cited by:

    1. Joris Van Doorsselaere, 2021. "Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    2. 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.
    3. Ainoa Escribano-Miralles & Francisca-José Serrano-Pastor & Pedro Miralles-Martínez, 2021. "The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education," Sustainability, MDPI, vol. 13(8), pages 1-32, April.
    4. José Monteagudo-Fernández & Cosme J. Gómez-Carrasco & Álvaro Chaparro-Sainz, 2021. "Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)," Sustainability, MDPI, vol. 13(12), pages 1-21, June.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Chi-Hua Wu & Yu-Lin Chao & Jia-Ting Xiong & Ding-Bang Luh, 2022. "Gamification of Culture: A Strategy for Cultural Preservation and Local Sustainable Development," Sustainability, MDPI, vol. 15(1), pages 1-19, December.
    2. Xinwei Su & Xi Li & Yanxin Kang, 2019. "A Bibliometric Analysis of Research on Intangible Cultural Heritage Using CiteSpace," SAGE Open, , vol. 9(2), pages 21582440198, April.
    3. Yuan-Chieh Chang & Liang Feng, 2024. "Micro Foundation of Cultural and Creative Clusters: The Knowledge-based View," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(2), pages 7723-7743, June.

    More about this item

    Statistics

    Access and download statistics

    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:pal:palcom:v:7:y:2020:i:1:d:10.1057_s41599-020-00619-3. 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.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with 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: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: https://www.nature.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.