Creencias epistémicas sobre la Geografía y la Historia en la formación inicial del profesorado de Educación Infantil y Primaria

  1. Miguel-Revilla, Diego 1
  2. Fernández Portela, Julio 2
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
Didáctica de las ciencias experimentales y sociales

ISSN: 0214-4379

Year of publication: 2017

Issue: 33

Pages: 3-20

Type: Article

DOI: 10.7203/DCES.33.10875 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Didáctica de las ciencias experimentales y sociales

Sustainable development goals

Abstract

Epistemic beliefs about Geography and about History can impact the way teachers address both subjects in their classroom practice. This mixed-methods research focuses on Early Childhood and Primary Education initial teacher training, and on the relation between pre-service teachers’ visions for both disciplines. By making use of an open-ended questionnaire, and by using two analytical frameworks based of progression levels, the views of 63 prospective teachers are examined. Results show the existence of a positive, statistically significant correlation between the beliefs about Geography and about History. The necessity of working specifically about the nature of both areas is proposed as a way of improving teaching practices.

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