Conceptualization of Historical Memory in Future Teachers in Catalonia and Andorra in Comparative Perspective

Abstract

The present article analyzes in a comparative perspective how teachers in training in Catalonia and Andorra conceptualize historical memory, report having worked it as secondary school students, and explore the didactic skills they consider having to handle it in the classroom. For this purpose, a mixed study has been designed based on a questionnaire with open and closed questions applied to teacher training students (n=233). Through Reinert analysis and descriptive and bivariate statistics, it is concluded that there is a stereotyped view of memory; that the use of textbooks was homogeneously promoted during their school experience in both cases, while other resources, such as visual or audiovisual ones, are more frequent in Andorra than in Catalonia. Despite that, no particularities are observed in their perception of their ability to work with it in the classroom, declaring themselves to be moderately capable.