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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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dc.contributor.authorGómez Carrasco, Cosme Jesús
dc.contributor.authorMiralles Martínez, Pedro
dc.contributor.authorRodríguez Medina, Jairo
dc.contributor.authorMaquilón Sánchez, Javier Jerónimo
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.contributor.departmentMétodos de Investigación y Diagnóstico en Educación
dc.date.accessioned2025-02-05T12:51:55Z
dc.date.available2025-02-05T12:51:55Z
dc.date.copyright© 2019 Informa UK Limited, trading as Taylor & Francis Group.
dc.date.issued2020-01-03
dc.description.abstractThe 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.es
dc.formatapplication/pdfes
dc.format.extent20es
dc.identifier.citationEducational Studies, 2021, Vol. 47, Issue 4, pp. 472–490
dc.identifier.doihttps://doi.org/10.1080/03055698.2019.1707069
dc.identifier.eissn1465-3400
dc.identifier.issn0305-5698
dc.identifier.urihttp://hdl.handle.net/10201/150127
dc.languageenges
dc.publisherTaylor and Francis Groupes
dc.relationThis article has been possible thanks to the research project funded by Ministry of Science, University and Innovation, co-funded by FEDER funding PGC2018-094491-B-C33, and project “Competencias docentes y métodos activos de aprendizaje. Una investigación evaluativa con el profesorado en formación de ciencias sociales” (20638/JLI/18), funded by Seneca Foundation. Agency of Science and Technology of Murcia.es
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/03055698.2019.1707069es
dc.rightsinfo:eu-repo/semantics/embargoedAccesses
dc.subjectHistory educationes
dc.subjectAssessmentes
dc.subjectTeacher traininges
dc.subjectEducation researches
dc.titlePerceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdomes
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versionVersión editor
dspace.entity.typePublicationes
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relation.isAuthorOfPublication.latestForDiscoverybafcada6-6b12-4d3b-889e-54c013b6db67
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