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The acquisition of historical competences in Spain: perceptions of primary and secondary education teachers

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dc.contributor.authorTrigueros Cano, Francisco Javier
dc.contributor.authorCampillo Ferrer, José María
dc.contributor.authorMiralles Martínez, Pedro
dc.contributor.authorMolina Saorín, Jesús
dc.contributor.authorTrigueros Cano, Francisco Javier
dc.contributor.authorCampillo Ferrer, José María
dc.contributor.authorMiralles Martínez, Pedro
dc.contributor.authorMolina Saorín, Jesús
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.contributor.editorCosme J. Gómez Carrasco, Cosme J. et al.
dc.coverage.temporal2016-2020es
dc.date.accessioned2025-01-29T17:58:43Z
dc.date.available2025-01-29T17:58:43Z
dc.date.copyright© Peter Lang AG, 2021
dc.date.issued2021-03-26
dc.description.abstractThis chapter offers an in-depth examination of educators' perceptions of the acquisition of historical competencies in primary and secondary education. Firstly, it highlights the history and development of key competences taking into account some of the different theoretical and epistemological positions adopted when addressing these core elements in education. Next, and with the objective of clarifying the initial conceptual frameworks, the definition of historical competence is presented, taking note of the - relatively recent - paradigm shift on which the teaching of history is being based. In this sense, the objectives of this study are explicitly defined, which allows a clearer idea of the focus of this research. Thirdly, the design and procedure of this study are described in detail, as well as the instruments, sampling and data collection and analysis. Subsequently, the main conclusions that help to achieve the objectives set are presented, and all this is done in an orderly sequence that makes use of tables and illustrative figures as well as text. In the final part of this work, the main conclusions of the study are examined, interpreting them in the light of what has been identified in the specialised literature on competence-based teaching approaches. Finally, the limitations of this study are presented along with some basic guidelines, so that they can serve as real catalysts for further progress in this field of knowledgees
dc.formatapplication/pdfes
dc.format.extent30es
dc.identifier.doihttps://doi.org/10.3726/b18091
dc.identifier.isbn978-3-631-84838-8
dc.identifier.urihttp://hdl.handle.net/10201/149671
dc.languageenges
dc.publisherPeter Lang AGes
dc.relationThis book was funded by some research projects granted by Spanish Ministry of Science and Innovation, Spanish Agency of Research, and FEDER EU funds, grant numbers PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018-094491-B-C33; and “Seneca Foundation. Regional Agency for Science and Technology”, grant numbers 20638/JLI/18 and 20874/PI/18.es
dc.relation.ispartofHandbook of research on teacher education in History and Geography by Cosme J. Gómez Carrasco, Pedro Miralles Martínez, Ramón López Facal (eds.), pp. 201-220
dc.rightsinfo:eu-repo/semantics/restrictionAccesses
dc.subjectHistoryes
dc.subjectPrimary Education
dc.subjectSecondary Education
dc.subjectCompetences
dc.subjectPerception
dc.subjectTeachers
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::373 - Enseñanza primaria y secundariaes
dc.titleThe acquisition of historical competences in Spain: perceptions of primary and secondary education teacherses
dc.typeinfo:eu-repo/semantics/bookPartes
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublicationes
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