Effects of a teacher training programme on historical awareness skills, controversial issues and gender in secondary education
Vol 8, Issue 3, 2023, Article identifier:
VIEWS - 237 (Abstract) 180 (PDF)
Abstract
This research analyses the impact of a teaching intervention aimed at the development of historical awareness skills in future secondary school social science teachers (n = 19), and its relationship with the curricular inclusion of controversial issues, gender and its diversity in history education. From a quasi-experimental design, the Epistemology, Methodology and Gender in taught history (EMG) scale was adapted as a data collection instrument. The main results obtained report a statistically significant impact of the intervention on the curricular need for didactic treatment of social problems and controversial issues, and for addressing education for participatory democracy in the social science curriculum; making visible individuals, social groups/collectives and plural identities (including gender); recognizing the relative nature of social-historical knowledge; and redirecting historical knowledge towards purposes oriented towards social transformation and education for the future. Likewise, after the programme, the representations of future teachers tend to weaken the perception of historical knowledge as an interpretative reconstruction of the past, its limited impact on the historicity of the present and its absence in the configuration of desirable futures, and to strengthen the need to understand the historical method in the teaching of social sciences.
Keywords
Full Text:
PDFReferences
1. Alvén F. Opening or closing Pandora’s Box?—Third-order concepts in history education for powerful knowledge. Ediciones Universidad de Salamanca 2021; 12: 245–263. doi: 10.14201/fdp202112245263
2. Rüsen J. Historical awareness as a theme in history teaching (Portuguese). METIS—História and Cultura 2020; 19(38): 16–22. doi: 10.18226/22362762.v19.n.38.01
3. Santisteban-Fernández A. From historical time to historical consciousness: Changes in the teaching and learning of history in the last 25 years (Spanish). Diálogo Andino 2017; 53: 87–99. doi: 10.4067/S0719-26812017000200087
4. Seixas P. A model of historical thinking. Educational Philosophy and Theory 2015; 49(6): 593–605. doi: 10.1080/00131857.2015.1101363
5. Popa N. Operationalizing historical consciousness: A review and synthesis of the literature on meaning making in historical learning. Review of Educational Research 2022; 92(2): 171–208. doi: 10.3102/00346543211052333
6. Edling S, Löfström J, Sharp H, Ammert N. Mapping moral consciousness in research on historical consciousness and education—A summative content analysis of 512 research articles published between 1980 and 2020. Journal of Curriculum Studies 2022; 54(2): 282–300. doi: 10.1080/00220272.2021.1970817
7. Miguel-Revilla D, Sánchez-Agustí M. Historical consciousness and collective memory: Analytical frameworks for history education (Spanish). Revista de Estudios Sociales 2018; 65: 113–125. doi: 10.7440/res65.2018.10
8. Valdés LB, Pérez FAP. Historical consciousness and the history teaching-learning process. A necessary revision. (Spanish). Debates por la Historia 2023; 11(1): 85–113. doi: 10.54167/debates-por-la historia.v11i1.1044
9. Grever M, Adriaansen RJ. Historical consciousness: The enigma of different paradigms. Journal of Curriculum Studies 2019; 51(6): 814–830. doi: 10.1080/00220272.2019.1652937
10. Körber A. Historical consciousness, knowledge, and competencies of historical thinking: An integrated model of historical thinking and curricular implications. Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education 2021; 8(1): 97–119. doi: 10.52289/hej8.107
11. Zanazanian P. Examining historical consciousness through history as interpretive filter templates: Implications for research and education. Journal of Curriculum Studies 2019; 51(6): 850–868. doi: 10.1080/00220272.2019.1652935
12. Lévesque S. History as a “GPS”: On the uses of historical narrative for French Canadian students’ life orientation an identity. London Review of Education 2017; 15(2): 227–242. doi: 10.18546/LRE.15.2.07
13. Nordgren K. The sidewalk is a history book: Reflections on linking historical consciousness to uses of history. Historical Encounters 2021; 8(1): 1–15. doi: 10.52289/hej8.101
14. Wilschut A. Historical consciousness of time and its societal uses. Journal of Curriculum Studies 2019; 51(6): 831–849. doi: 10.1080/00220272.2019.1652939
15. Koselleck R. The Strata of Time: Studies on History (Spanish). Barcelona; 2001.
16. Sakki I, Pirttilä-Backman AM. Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries. Pedagogy, Culture & Society 2019; 27(1): 65–85. doi: 10.1080/14681366.2019.1566166
17. Lévesque S, Zanazanian P. Developing historical consciousness and a community of history practitioners: A survey of prospective history teachers across Canada. McGill Journal of Education/Revue des sciences de l’éducation de McGill 2015; 50(2–3): 389–412. doi: 10.7202/1036438ar
18. Suárez PPT, Loaiza-Zuluaga YE, López PRP. Echoes of yesterday, today and tomorrow: Historical consciousness as a concept and proposal in the training of social science graduates (Spanish). Revista Latinoamericana de Estudios Educativos 2014; 1(10): 136–157.
19. Ortega-Sánchez D, Barba-Alonso C, Carcedo B. The levels of historical awareness and treatment of controversial issues in digital environments: A case study with future Spanish secondary school teachers. Participatory Educational Research 2023; 10(4): 218–236. doi: 10.17275/per.23.68.10.4
20. Ortega-Sánchez D, Pagès JR. Teaching controversial issues in social studies: attitudes and practices of secondary school teachers (Spanish). In: Humanidades T (editor). Repensar el currículum de Ciencias Sociales: Prácticas Educativas Para Una Ciudadanía Crítica. Tirant Lo Blanch; 2022. Volume 2. pp. 79–86.
21. Escribano C, Pagès J. Social representations of future history teachers about time and historical consciousness (Spanish). Reseñas de Enseñanza de la Historia 2019; 17: 17–36.
22. Ortega-Sánchez D, Olmos R. Relevant social problems or socially live issues in social science teaching (Spanish). In: Jara MA, Santisteban A (editors). Contribuciones de Joan Pagès al Desarrollo de la Didáctica de las Ciencias Sociales, la Historia y la Geografía en Iberoamérica. Universidad Nacional del Comahue; 2018. pp. 203–214.
23. Santisteban A. Teaching social sciences based on social problems or controversial issues: State of the art and research results (Spanish). El Futuro del Pasado 2019; 10: 57–79. doi: 10.14516/fdp.2019.010.001.002
24. Tribukait M. Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education 2021; 49(4): 540–569. doi: 10.1080/00933104.2021.1947426
25. Cassar C, Oosterheert I, Meijer, PC. The classroom in turmoil: Teachers’ perspective on unplanned controversial issues in the classroom. Teachers and Teaching 2021; 27(7): 656–671. doi: 10.1080/13540602.2021.1986694
26. Ortega-Sánchez D. The end-purpose of teaching social sciences and the curricular inclusion of social problems. Social Sciences 2021; 11(1): 12. doi: 10.3390/socsci11010012
27. Ortega-Sánchez D. Teaching controversial issues and social problems from an integrated perspective. In: Ortega-Sánchez D (editor). Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Springer; 2022. pp. 1–7.
28. Toledo MI, Magendzo A, Gutiérrez V, et al. Teaching “controversial topics” in the history course from the perspective of Chilean students (Spanish). Revista de Estudios Sociales 2015; 52: 119–133. doi: 10.7440/res52.2015.08
29. López MJ, Felices de la Fuente MdM. Controversial topics for social studies teaching. Analysis of conceptions and uses in primary school teachers (Spanish). Educatio Siglo XXI 2023; 41(1): 9–30. doi: 10.6018/educatio.456711
30. Jofré MIT, Magendzo AK, Gutiérrez VG, Segura RI. Teaching “controversial issues” in the history and social science subject from the teachers’ perspective (Spanish). Estudios Pedagógicos 2015; 41(1): 275–292. doi: 10.4067/s0718-07052015000100016
31. Giroux HA. The nazification of American society and the challenge for educators. Review of Education, Pedagogy, and Cultural Studies 2022; 45(3): 217–232. doi: 10.1080/10714413.2022.2139982
32. Miralles P, Ibagón-Martín NJ. Historical thinking and controversial issues in social studies education. In: Ortega-Sánchez D (editor). Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Springer; 2022. pp. 65–80. doi: 10.1007/978-3-031-08697-7_6
33. Ibáñez-Etxeberria A, Albas L, Gaskue S, Vicent N. Education and controversial topics in post-conflict societies: The coexistence and memory project in contemporary teacher training in the Basque country. In: Ortega-Sánchez D (editor). Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Springer; 2022. pp. 81–98.
34. Santisteban A. Social sciences education based on social problems: Traditions and integrative tendencies. In Ortega-Sánchez D (editor). Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Springer; 2022. pp. 23–34.
35. Martínez MB, González-Valencia GA, Ortega-Sánchez D. Invisibles and global citizenship in secondary education teacher training (Spanish). Bellaterra Journal of Teaching and Learning Language and Literature 2021; 14(2): e982. doi: 10.5565/rev/jtl3.910
36. Pérez-Rodríguez N, de-Alba-Fernández N, Navarro-Medina E. The use of controversial issues in higher education for citizenship learning. In: Ortega-Sánchez D (editor). Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Springer; 2022. Volume 8. pp. 115–133.
37. Díez-Bedmar MC. Gender: A key category of analysis for developing competencies for democratic citizenship (Spanish). REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales 2022; 11: 6–19. doi: 10.17398/2531-0968.11.6
38. Díez-Bedmar MC. Feminism, intersectionality, and gender category: Essential contributions for historical thinking development. Frontiers in Education 2022; 7: 1–8. doi: 10.3389/feduc.2022.842580
39. Ortega-Sánchez D, Pagès JP, Ibáñez-Quintana J, et al. Hate speech, emotions, and gender identities: A study of social narratives on Twitter with trainee teachers. International Journal of Environmental Research and Public Health 2021; 18(8): 4055. doi: 10.3390/ijerph18084055
40. Ortega-Sánchez D, Pagès JP. Critical literacy, social invisibility and gender in primary education teacher training (Spanish). REIDICS: Revista de investigación en Didáctica de las Ciencias Sociales 2017; 1: 102–117. doi: 10.17398/2531-0968.01.102
41. Miralles-Cardona C, Cardona-Moltó MC, Chiner E. The gender perspective in initial teacher education: A descriptive study of student perceptions (Spanish). Educación XX1 2020; 23(2): 231–257. doi: 10.5944/educXX1.23899
42. Heras-Sevilla D, Ortega-Sánchez D, Rubia-Avi M. Conceptualization and reflection on gender and sexual diversity (Spanish). Perfiles Educativos 2021; 43(173): 148–165. doi: 10.22201/iisue.24486167e.2021.173.59808
43. López-Orozco CF, López-Caudana EO, Ponce P. A systematic mapping literature review of education around sexual and gender diversities. Frontiers in Sociology 2022; 7: 946683. doi: 10.3389/fsoc.2022.946683
44. Ortega-Sánchez D, Heras-Sevilla D. Design and initial validation of the scales epistemology, methodology and gender in taught history (EMG), and women in history (WH) for the evaluation of gender competence of social science teachers in training. Universal Journal of Educational Research 2020; 8(5): 1831–1841. doi: 10.13189/ujer.2020.080519
45. Suárez-Alvarez J, Pedrosa I, Lozano LM, et al. Using reversed items in Likert scales: A questionable practice. Psicothema 2018; 30: 149–158. doi: 10.7334/psicothema2018.33
46. Kerlinger F, Lee H. Behavioral Research: Research Methods in the Social Sciences (Spanish). McGraw-Hill; 2002.
47. Campbell DT, Stanley JC. Experimental and Quasi-experimental Designs in Social Research (Spanish). Amorrortu Editores; 1995.
48. Cárdenas M, Arancibia H. Statistical power and effect size calculating in g*power: Complementary analysis of statistical significance testing and its application in psychology (Spanish). Salud & Sociedad 2014; 5(2): 210–224. doi: 10.22199/S07187475.2014.0002.00006
49. Ortuño-Molina J, Alvén F. Swedish and Spanish teacher trainees’ conceptions of gender inequality in a time perspective (Spanish). Panta Rei. Revista digital de Historia y Didáctica de la Historia 2021; 15: 161–184. doi: 10.6018/pantarei.485481
50. Ibagón-Martín NJ, Miralles-Martínez P. Controversial issues and history education (Spanish). In: Gómez-Carrasco CJ, Miralles Martínez P, Souto XM (editors). Teaching Social Sciences for Democratic Citizenship. Barcelona: Octaedro; 2021. pp. 123–137.
51. Castrillo J, Gillate I, Ibáñez-Etxeberria A, et al. Historical memory, apps and teachers in training. Analysis of didactic proposals and self-perception of learning (Spanish). REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales 2023; 12: 101–120. doi: 10.17398/2531-0968.12.07
52. Gillate I, Castrillo J, Luna U, Ibanez-Etxeberria A. Controversial issues and apps for the development of social and civic competence. Analysis of the effectiveness of Project 1936 in initial teacher education (Spanish). Revista de Psicodidáctica 2023; 28(1): 51–58. doi: 10.1016/j.psicod.2022.10.002
53. Pineda-Alfonso JA. Educating for citizenship by working with controversial issues in compulsory secondary education (Spanish). Revista de Investigación Educativa 2015; 33(2): 353–367. doi: 10.6018/rie.33.2.208441
54. Salinas-Valdés JJ, Freixa MO. Debating controversial issues to form citizens. An experience with high school students (Spanish). Praxis Educativa 2017; 21(3): 40–48. doi: 10.19137/praxiseducativa-2017-210305
DOI: https://doi.org/10.54517/esp.v8i3.1872
(237 Abstract Views, 180 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Delfín Ortega-Sánchez, César Barba-Alonso
License URL: https://creativecommons.org/licenses/by/4.0/