Publication: Concepciones del profesorado sobre el uso educativo del patrimonio
Authors
Castro-Fernández, Belén ; Castro-Calviño, Leticia ; Conde-Miguélez, Jorge ; López-Facal, Ramón
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Publisher
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DOI
https://doi.org/10.47553/rifop.v34i3.81620
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info:eu-repo/semantics/article
Description
Abstract
Los docentes son piezas fundamentales en la educación
patrimonial. Si queremos desarrollar una educación patrimonial
de calidad es necesario conocer las concepciones que poseen
estos profesionales sobre el uso y valoración del patrimonio
cultural pues estos factores suelen condicionar sus acciones.
Teniendo en cuenta este problema de investigación se presenta
un estudio exploratorio en el que se identifican las concepciones
del profesorado gallego sobre el patrimonio y la forma en que se
trabaja en el aula. Participan en el estudio 76 docentes en activo
de las etapas de infantil, primaria y secundaria, pertenecientes a
20 centros educativos de la provincia de A Coruña (Galicia). Para
la recogida de información se diseña un cuestionario con nueve
preguntas abiertas. Los datos se analizan a través de ocho
categorías que se subdividen en variables, creadas a partir de las
respuestas obtenidas y teniendo en cuenta estudios similares.
Los resultados más relevantes muestran: a) falta de
correspondencia entre investigación y enseñanza, b) cierta
aleatoriedad en el diseño y la implementación de actividades de
educación patrimonial. El estudio apunta hacia varias direcciones
en las que parece deseable avanzar para la mejora en ámbito de
la educación patrimonial: institucionalización, formación
continua, investigación e innovación y comunidades de
aprendizaje en torno a la educación patrimonial
Teachers are fundamental pieces in quality heritage education. It is necessary to know the conceptions that these professionals have about the use and valuation of cultural heritage since these factors tend to condition their actions. With this research problem in mind, an exploratory study is presented wich identifies Galician teacher´s conceptions about heritage and the way in which one works in the classroom. 76 teachers participated in the study of the stages of infant, primary and secondary, belonging to 20 educational schools of the province of A Coruña (Galicia). For the collection of information, a questionnaire was designed with nine open questions. The data were analysed through eight categories that were subdivided into variables, created from the answers obtained and taking into account similar studies. The most relevant results show a) lack of correspondence between research and teaching, b) certain randomness in the design and implementation of heritage education activities. In conclusion, the study points to several directions in which it seems desirable to move forward for the improvement in the heritage education field: institutionalization, continuous training, research and innovation and learning communities around heritage education
Teachers are fundamental pieces in quality heritage education. It is necessary to know the conceptions that these professionals have about the use and valuation of cultural heritage since these factors tend to condition their actions. With this research problem in mind, an exploratory study is presented wich identifies Galician teacher´s conceptions about heritage and the way in which one works in the classroom. 76 teachers participated in the study of the stages of infant, primary and secondary, belonging to 20 educational schools of the province of A Coruña (Galicia). For the collection of information, a questionnaire was designed with nine open questions. The data were analysed through eight categories that were subdivided into variables, created from the answers obtained and taking into account similar studies. The most relevant results show a) lack of correspondence between research and teaching, b) certain randomness in the design and implementation of heritage education activities. In conclusion, the study points to several directions in which it seems desirable to move forward for the improvement in the heritage education field: institutionalization, continuous training, research and innovation and learning communities around heritage education
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Citation
Revista interuniversitaria de formación del profesorado, V. 34, N. 95 (3), 2020
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