Narratives and Didactics of Social Sciences: the Historical Thinking of Pre-service Teachers in Primary Education

Abstract

This research aims to approach the historical thinking of pre-service teachers, taking into account the complexity of temporal notions in the teaching-learning process of History. Various narratives (interviews, diaries and stories) carried out by students of the Primary Education Bachelor Degree in the University of Córdoba between 2015-2016 and 2018-2019 academic courses have been analyzed, within the subject of Social Sciences Teaching. A qualitative methodology was used, based on four dimensions or categories: historical perspective, historical understanding, cause / consequence processes and historical empathy. The results show a limited level of historical thinking in our students which indicates the need to tackle their undergraduate training in a more complex way. Our research confirms previous studies that warned of the need to redirect teacher training in the Bachelor Degrees from the perspective of the Social Sciences.