Patrimonio, competencias históricas y metodologías activas de aprendizaje: Un análisis de las opiniones de los docentes en formación en España e Inglaterra

Abstract

The objective of this work is to analyze the perceptions of the teachers of Secondary Education in formation on the heritage and its role in the teaching and learning of History. The information on this subject has been selected of the questionnaire entitled "Opinion and perception of teachers in initial formation on the learning of history and the evaluation of historical competences". The sample consists of 506 students of the Master's Training Teacher of Secondary Education in Spain (344) and the Postgraduate Certificate in Education (PGCE) and Teach First in England (162). 22 universities participated: 13 Spanish and 9 English. The data were coded in the statistical program SPSS v21.0, and descriptive analysis, contingency tables, statistical tests and correlations were carried out. The results show a close link between the positive valuation of heritage, the use of active learning methodologies and an epistemological conception of history as critical knowledge.