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Learning to teach history in secondary education: preservice teachers' attitudes when faced with emotional and controversial issues

    1. [1] Instituto Politécnico do Porto

      Instituto Politécnico do Porto

      Santo Ildefonso, Portugal

    2. [2] USC
  • Localización: Handbook of Research on Teacher Education in History and Geography / coord. por Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez, Ramón López Facal, 2021, ISBN 978-3-631-81897-8, págs. 259-282
  • Idioma: inglés
  • Texto completo no disponible (Saber más ...)
  • Resumen
    • This chapter offers the results of a quantitative, descriptive and nonprobabilistic study on the attitudes of students training to be secondary education history teachers when faced with teaching sensitive and controversial topics. 646 trainee teachers from 23 Spanish universities participated in the research. Data was collected using a quantitative questionnaire created ad hoc. The acceptance, rejection and doubts of trainee teachers with regard to the options of exclusive neutrality, exclusive partiality, neutral impartiality and committed impartiality adapted from Kelly (1986) were analysed. The results indicate that the trainee teachers are, on the whole, in favour of the options of neutral impartiality and committed impartiality. It also appears that the prior training of the participants and the training programme received have more influence than other sociodemographic variables.


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