Needs of Cartagena teachers to introduce heritage in the classroom

Abstract

Recently, numerous studies have confirmed the excellent assessment that future teachers have about the use of heritage elements in educational contexts. In this term, it is considered necessary to find out what the needs of teachers in active teaching about this resource are for their introduction in the classroom. Therefore, the main objective of this research is to know the demands of teachers in practice, specifically the environment of the Campo de Cartagena, to introduce heritage in their classes. The aim is to answer the following question: what are the needs of teachers in terms of heritage education? To carry out the research, a questionnaire has been used, previously implemented in similar studies (Castro & López-Facal, 2019), which has been answered by teachers from all the pre-university educational stages (n=44). For this purpose, a nonexperimental quantitative design has been used, with information collected through a questionnaire with a Likert scale (1-5), whose data have been analyzed with the SPSS v.25 statistical program. Among the most noteworthy results, there are differences in the responses of some groups with respect to others. In this sense, while primary education teachers place emphasis on specific training, the creation of materials, the holding of theoretical and practical days and the implementation of a heritage education program; The teachers of Early Childhood Education and Secondary Education take a less favorable position.