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The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

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The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

dc.contributor.author	Parra Monserrat, David
dc.contributor.author	Fuertes Muñoz, Carlos
dc.contributor.author	Asensi Silvestre, Elvira
dc.contributor.author	Colomer Rubio, Juan Carlos
dc.date.accessioned	2023-09-15T07:28:32Z
dc.date.available	2023-09-16T04:45:07Z
dc.date.issued	2021	es_ES
dc.identifier.citation	Parra-Monserrat, D., Fuertes-Muñoz, C., Asensi-Silvestre, E. et al. The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training. Humanit Soc Sci Commun 8, 64 (2021).	es_ES
dc.identifier.uri	https://hdl.handle.net/10550/89280
dc.description.abstract	This work analyses the impact of disciplinary training on future Primary and Secondary School teachers’ decision to adopt a critical approach for teaching history. To do this, we will use a two-phase mixed methodological approach (quantitative and qualitative) to analyse the relationship between their previous training and the use of epistemological and psycho-pedagogical objectives and paradigms as outlined in a critical curriculum model. As regards data collection in the first phase, a closed questionnaire was created and validated, using a Likert-style (1–5) evaluation scale. The data was codified using the statistical package SPSS v.26.0 for subsequent analysis. The selected sample included 215 students from a Spanish university on the following courses: Degree in Primary Education (n = 145) and Master’s Degree in Secondary School Teaching specialised in history and geography (n = 70). They were all in the last stage of their initial training. In the second phase, we selected some of the students to participate in discussion groups, where they were able to go into more depth with their answers. In this way, we could better understand the link between their disciplinary training and the adoption of a determined model of history education. To do this, we separated them into three groups with different profiles: students taking the Degree in Primary Education unrelated with History (n = 8), students taking the Degree in Primary Education specialised in arts and humanities (n = 8) and students taking the Master’s Degree in Secondary School Teaching specialised in history and geography (n = 8). The data was gathered using an open coding procedure, based on several categories, which allowed us to compare the different questionnaires. The results reveal significant differences between the different groups. As such, we can conclude as to the importance of mastering epistemological disciplinary knowledge to break with certain traditions which impede innovation and make the adoption of a critical educational model more difficult.	es_ES
dc.language.iso	en	es_ES
dc.publisher	Springer	es_ES
dc.subject	Primary and Secondary School teachers’	es_ES
dc.subject	the impact of disciplinary training	es_ES
dc.subject	Master’s Degree in Secondary School Teaching	es_ES
dc.subject	Degree in Primary Education	es_ES
dc.title	The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training	es_ES
dc.type	journal article	es_ES
dc.subject.unesco	UNESCO::SOCIOLOGÍA	es_ES
dc.identifier.doi	10.1057/s41599-021-00738-5	es_ES
dc.accrualmethod	S	es_ES
dc.embargo.terms	0 days	es_ES
dc.type.hasVersion	VoR	es_ES
dc.rights.accessRights	open access	es_ES