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Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom

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Date
2020-01-03
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Authors
Gómez Carrasco, Cosme Jesús ; Miralles Martínez, Pedro ; Rodríguez Medina, Jairo ; Maquilón Sánchez, Javier Jerónimo
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Publisher
Taylor and Francis Group
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Didáctica de las Ciencias Matemáticas y Sociales Métodos de Investigación y Diagnóstico en Educación
DOI
https://doi.org/10.1080/03055698.2019.1707069
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info:eu-repo/semantics/article
Description
Abstract
The main aim of this paper is to compare the opinions and perceptions of trainee teachers in Spain and the United Kingdom on the most appropriate procedures, activities and exercises to assess historical knowledge. A closed questionnaire was developed with a Likert-type scale (1–5). The sample was 506 questionnaires of students of the Teacher Training Master’s degree in the speciality of Geography and History in Spain (344) and PGCE and Teach First in United Kingdom (162). The research involved 22 universities, 13 from Spain and 9 from England, with a wide territorial representation. The results show significant differences between the two countries, quite clear educational profiles for Spain, and more diffuse ones in United Kingdom.
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History education , Assessment , Teacher training , Education research
Citation
Educational Studies, 2021, Vol. 47, Issue 4, pp. 472–490
URI
http://hdl.handle.net/10201/150127
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