Información General

• Autores: Cosme Jesús Gómez Carrasco (coord.), Pedro Miralles Martínez (coord.), Ramón López Facal (coord.)
• Editores: Peter Lang
• Año de publicación: 2021
• País: Alemania
• Idioma: inglés
• ISBN: 978-3-631-81897-8
• Texto completo no disponible (Saber más ...)

Resumen

• It is necessary to know the opinions, practices and expectations of teachers in training and in practicing, to improve teacher education programs. This Handbook addresses the challenges for the profession of teaching of history and geography, who, in several European countries such as Spain and France, share initial training and teaching in both disciplines. Researchers' contributions have been collected from eight countries. The majority of Spanish universities, eleven, have shared an extensive research project, but have also had the collaboration and participation of researchers from seven other countries: Brazil, Canada, China, Colombia, Portugal, Sweden and the United States. It is about collective work, in a network, rather than the sum of individual contributions.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction: Research challenges regarding trainee geography and history teachers

    Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez, Ramón López Facal

    págs. 15-31

    

  • Part I Research approaches in the training of geography and history teachers

    • Quantitative research in education

      Víctor Arias González, Benito Arias Martínez, Jairo Rodríguez Medina

      págs. 35-52

      

    • Mixed methods in education research

      Jairo Rodríguez Medina, Bartolomé Rubia Avi

      págs. 53-70

      

    • Teaching the narrative competence in history education: lessons from Canada

      Stephane Lévesque, Jean-Philippe Croteau

      págs. 71-86

      

    • Please let it be a history test with a content I can handle: how girls and boys perform in the national test in history in Sweden

      Fredrik Alvén

      págs. 87-111

      

  • Part II Researches about opinions and perceptions of teachers in initial training and in practising

    • The representation of geographical and historical education among teachers-in-training: an Ibero-American perspective

      David Parra Monserrat, Xosé Manuel Souto González, Nancy Palacios Mena

      págs. 115-136

      

    • An analysis of the perceptions of trainee Secondary Education teachers on current historiographical trends

      María de la Encarnación Cambil Hernández, Esther Jiménez Pablo, María Montserrat Pastor Blázquez, Ander Delgado Cendagortagalarza

      págs. 137-158

      

    • History and geographical thinking skills: between disciplinary knowledge and knowledge for teaching in Teacher Education

      Juan Carlos Colomer Rubio, Jorge Sáiz Serrano, Antonio José Morales Hernández

      págs. 159-176

      

    • Perceptions regarding historical competences in trainee geography and history teachers

      Cosme Jesús Gómez Carrasco, Álvaro Chaparro Sainz, María del Mar Felices de la Fuente, Juan Antonio Inarejos Muñoz

      págs. 177-200

      

    • The acquisition of historical competences in Spain: perceptions of primary and secondary education teachers

      Francisco Javier Trigueros Cano, José María Campillo Ferrer, Pedro Miralles Martínez, Jesús Molina Saorín

      págs. 201-220

      

    • Social representations and teaching of cross-cutting tapies for history and geography teachers in training: gender and climate change

      Helena Rausell Guillot, Álvaro Francisco Morote Seguido, Rafael Valls Montés, Moisés Domingos Sobrinho

      págs. 221-240

      

    • Socially acute questions and critical citizenship in trainee geography and history teachers: from theory to classroom observation

      Carlos Fuertes Muñoz, Elvira Asensi Silvestre, Carlos Fuster García, Sérgio Claudino

      págs. 241-258

      

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

      Xosé Ángel Armas Castro, Jorge Conde Miguélez, Luís Alberto Marques Alves, Cristina Maia

      • Resumen

      págs. 259-282

      

    • What can be learned from decontextualised heritage?

      Belén María Castro Fernández, Ramón López Facal, Guadalupe Jiménez-Esquinas, Daniel Schugurensky

      págs. 283-306

      

  • Part III Heritage and ICT in the training of geography and history teachers

    • Heritage education in teacher education and training

      Olaia Fontal Merillas, Silvia García Ceballos

      págs. 309-330

      

    • Cliffs with memory: historical and social teacher training via climatic and environmental transformations

      Andrés Domínguez Almansa, Manuela Costa Casais, Tania Riveiro Rodríguez

      págs. 331-354

      

    • Mobile learning methodology: analysis of the use of mobile devices in teaching

      Francisco Javier Hinojo Lucena, Inmaculada Aznar Díaz, María Pilar Cáceres Reche, José María Romero Rodríguez

      págs. 355-366

      

    • Developing social and civic competence via apps: the role of historical memory in the initial teacher training

      Janire Castrillo Casado, Iratxe Gillate Aierdi, Ursula Luna, Alex Ibáñez Etxeberria

      págs. 367-390

      

    • Motivation strategies for gamified flipped classrooms in Social Sciences education

      José Monteagudo Fernández, Juan Ramón Moreno Vera, Raimundo A. Rodríguez Pérez, Ramón Cózar Gutiérrez

      págs. 391-409