Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The development of teaching skills in heritage education must be present in the training degrees of future teachers. This article presents a research structured in two phases, carried out to 132 students of 2nd grade of primary education: an exploratory study on the presence of heritage in the educational stages prior to university education, and a comparative pretest-posttest study that analyzes the conceptual transformation that occurs in the notion of heritage before and after working heritage education through the use of 2.0 platforms and digital environments. The theoretical review leads us to define a pioneering proposal of teaching competences in heritage education and the main results of the study indicate that: (a) students have an initial reductionist notion of heritage, (b) after educational implementation the concept orbits towards a comprehensive and humanistic definition, and (c) reconceptualizations integrate values, uses and contributions of heritage, in addition to showing commitment and responsibility with the cultural legacy.

This work presents a preliminary study carried out during the implementation of Adi-adian educational module in Early Childhood and Primary Education university degrees. In this module, the recent history of the Basque Country is brought closer to students through the testimony of victims. Through a registration form, data has been obtained from the participating teachers. This information has confirmed the high impact exerted by the testimonies, through which the students have known and increase their interest on the subject, encouraging a critical reflection. Besides, the possibilities it offers to work with controversial issues in initial teachers’ education and, although not explicitly addressed, emotional education has also been recognized.

Within the context of the initial training of future teachers, the achievements of the program in Experimental Science teaching are assessed, including its usefulness to promote teaching changes during school practices. Specifically, students were asked about the contents and training activities of the program, their ideas about teaching science in Primary school and about what they do when they teach science during their school practices. For this purpose, the opinions of 131 future teachers who were in the 3rd. year of the Degree of Primary Education were collected by means of two questionnaires administrated at the end of their science training and school practices. Results show a very positive assessment of the Science teaching program. Future teachers maintain a clear position on Science education in Primary school consistent with the theoretical assumptions of Science program. On the other hand, the incidence of the teaching program in their teaching actions performed during school practices is scarce. In this context, the traditional teaching model perceived by future teachers in the classrooms, and their low level of self-efficacy to develop innovative teaching practices, seem to make it difficult to connect academic knowledge to professional practice.

The relationship between the school and the museum is a topic widely studied from a museological perspective. The school has been established as the museum's first milestone for opening to society (Calaf, 2009), going from a training offer focused on the curriculum and subject to the structure of formal education, towards an educational perspective that is based on non-formal education and moves away from the curriculum. However, there are hardly any studies carried out analyzing the vision of this relationship from a school perspective. The object of this study is therefore proposed, we want to know what beliefs the future teachers have about the current relationship between the school and the museum. We will focus on an experimental study contextualized in the degree of Early Childhood Education at the Segovia Faculty of Education, belonging to the University of Valladolid, For this, an ad hoc tool has been carried out to know the beliefs of the students and a descriptive approach has been made to the results obtained. The main results bring us closer to the belief that in the school-museum relationship educational proposals should start from the museum, adapted to the curricular content and that there is no flexibility in this type of proposal and it is the teacher who must adapt to the training offer offered.

In teachers’ education, writing can be a valuable mediation to promote a thinking relationship with one’s practice and to develop professional knowledge linked to one’s personal experience. This article explores a proposal developed with student teachers, in which writing has an essential place in relation to teaching practice and one’s formative experience. We present the concepts underlying this proposal, some narrative resources that compose it and also analyze texts produced by students in this context. We found that reflective writing creates a space of inquiry about oneself as student teacher and promotes a narrative relationship, linking the experience of being a student teacher to one’s personal history and to the building of professional identity and knowledge.

The contribution presents the results obtained in the development of two heritage intergenerational proposals, carried out between undergraduate and University Program for Seniors students of the University of Jaén, in the context of subjects and heritage issues, during the 2018-2019 academic year. The importance of heritage education from intersectionality and with a gender perspective in the learning and development of social constructs is present. From the analysis of the speeches both oral (with older students) and written, of the students of the different groups that participated in the experience, collected from a directed analysis search form, the importance of that proposal has been evidenced in order to understand that there are differences of appreciation and perception (among them by age, sex and associated gender roles), stereotypes and prejudices in our relationship with heritage that affect the learning and the construction of a critical, reflective and co-responsible citizenship with heritage. Likewise, the results show how, investigations of this type provide us with basic references for the processes of heritage learning and teaching in Adult Education, Secondary Education for Adults, Baccalaureate for Adults and Higher level Vocational Training modules that increasingly have more older students among their students.

The case study, carried out in a primary school, examined whether and how inquiring into local history can support identity building in pupils and promote active citizenship. The research was part of a broader Erasmus Plus project that assumes citizenship education to require participatory experience in the students’ local territory and activities based on interaction between the environment, heritage and communities, with both local and global dimensions. The investigators’ choice of method, namely Teacher Professional Development Research, was guided by the awareness that analyzing teaching practices and promoting a reflective posture in teachers demands a solid alliance between researchers and teachers. The data was collected via questionnaires, interviews with teachers and conversations with the children and analysed using a coding system that was both data- and theory-driven. It was found that the more children have the freedom to engage in independent inquiry, discuss and share with others the discoveries they made and the knowledge they acquired, the more their learning became meaningful to them. Supporting the building of an inclusive identity fosters their appreciation of local heritage, encouraging them to take responsibility for preserving and communicating it. The results also showed that the impact of the project did not extend beyond the walls of the classroom, eliciting little involvement on the part of the wider school and town community. 

We present in this work a research project, still in its initial phase, based on the potentialities of the approach to local, natural and cultural heritage, taking as a methodological tool the ABP, to study space and time in Early Childhood Education. Knowledge of the heritage is decisive for the formation in a democratic, active and participatory citizenship, from the establishment of affective links with it that insure its revaluation, defense and conservation as a future citizenship: to return to them, in short, active and participatory ownership as citizens and that we have silenced for so long. The team consists of faculty from the Department of Didactics of Sciences and students f the degree of Children's Education of the University of Jaén, teachers of Children's Education in exercise, students o and advisors of the Teacher Training Center, that we are in learning communities to promote the two-way exchange between theory and practice, from a triple working methodology: quantitative and qualitative (surveys, observation sheets, discussion groups, case studies), diagnostic research and creative research. Among the expected results of this project we can highlight the development of a narrative documentation of teaching experiences, the analysis of the impact of the methodologies active on the teaching-learning processes and the creation of a network of continuous training among teachers.

The reality of university classrooms, to this day, continues to offer unknowns about their impact on the development of student engagement processes. The study developed aimed to describe the reasons that university students build to engage with their higher education, disassociate themselves or relink with learning processes. A sample of 150 students is studied, selected non-randomly, enrolled at the National University of Río Cuarto, Argentina. Data is collected with a questionnaire and semi-structured interviews. The results show that the constructs are individual but shared. Emphasizing the importance of recreating educational contexts, expanding the classroom, building ties with the community, supporting students in the face of the difficulties they face during the course, and betting on the formulation of goals from the personal agency that to chart the academic journey with commitment. Found makes it possible to generate guidelines for future educational experiences to engage students with the educational process.