The end-purpose of teaching history and the curricular inclusion of social problems from the perspective of primary education trainee teachers
Ortega-Sánchez, Delfín (University of Burgos. Department of Specific Didactics)
Pagès, Joan (Pagès Blanch) (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials)

Data:	2020
Resum:	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.
Ajuts:	Ministerio de Economía y Competitividad EDU2016-80145-P
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	End-purposes of history teaching ; Relevant social problems ; Teacher training ; Primary Education ; Social thought
Publicat a:	Social sciences, Vol. 9, Núm. 2 (2020) , ISSN 2076-0760

DOI: 10.3390/socsci9020009

17 p, 567.5 KB

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