Primary and secondary school teachers’ perceptions of their social science training needs
Bibliographic Data
| ID | 22232240 |
|---|---|
| Authors | Raquel Sánchez Ibáñez (0000-0002-7628-1991, Universidad de Murcia, corresponding author), Catalina Guerrero Romera (0000-0001-6080-1676, Universidad de Murcia), Catalina Guerrero-Romera, Pepe Miralles (0000-0002-9143-2145, Universidad de Murcia) |
| Year | 2021 |
| Volume | 8 |
| Issue | 1 |
| Publication date | 2021-01-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-021-00705-0 |
| OpenAlex | W3123583834 |
| Language | EN |
| Citations received | 6 |
| References cited | 48 |
Competency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner
Discipline · Likert scale · Mathematics education · Medical education · Pedagogy · Perception · Qualitative research · School teachers · Social science · Social studies · Sociology · Digital literacy in education · Educator Training and Historical Pedagogy · Higher Education Teaching and Evaluation · Medicine · Psychology
La enseñanza de las ciencias sociales para una ciudadanía digital. Estudio interdisciplinar sobre alfabetización mediática en los currículos de Educación Secundaria
La percepción de los profesores de secundaria italianos sobre la enseñanza de la historia
The Training Needs of In-Service Teachers for the Teaching of Historical Thinking Skills in Compulsory Secondary Education and the Baccalaureate Level
Effectiveness of a teaching methodology based on the theory of historical thinking through active methods and digital resources in Spanish adolescents
Pre-service teachers’ experiences, interests and confidence in teaching Humanities and Social Sciences
English teacher competency
Technological Pedagogical Content Knowledge (TPACK)
What is Technological Pedagogical Content Knowledge (TPACK)?
Development and Use of the Approaches to Teaching Inventory
Technological Pedagogical Content Knowledge
Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge
Historical problem solving
Assessing the digital competence of educators in social studies
The evolving field of learning analytics research in higher education
Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
El Development of social and civic competence and the use of active teaching methodologies in secondary classrooms
The history of Portugal in Elementary Education classrooms. Shape patriots or educate citizens
Primary school student and teacher perceptions of competency-based learning / Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias
Primary teachers’ technological, pedagogical and content knowledge
Digital resources and didactic methodology in the initial training of History teachers
Teacher learning in a combined professional development intervention
U.S. teachers' conceptions of the purposes of assessment
Développement et évaluation des compétences historiques dans les manuels scolaires
Learning about and learning from expert teachers
Confirmatory factor analysis of the Approaches to Teaching Inventory
Competencias y narrativas históricas
Cenários, tendências e desafios na formação de professores de Ciências Sociais no Brasil
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |