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Handbook of Research on Teacher Education in History and Geography

Edited By Cosme J. Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal

It is necessary to know the opinions, practices and expectations of teachers in training and in practicing, to improve teacher education programs. This Handbook addresses the challenges for the profession of teaching of history and geography, who, in several European countries such as Spain and France, share initial training and teaching in both disciplines. Researchers’ contributions have been collected from eight countries. The majority of Spanish universities, eleven, have shared an extensive research project, but have also had the collaboration and participation of researchers from seven other countries: Brazil, Canada, China, Colombia, Portugal, Sweden and the United States. It is about collective work, in a network, rather than the sum of individual contributions.

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Chapter 7 History and geographical thinking skills: between disciplinary knowledge and knowledge for teaching in Teacher Education

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Abstract: This chapter aims to analyze trainee teachers’ historical and geographical knowledge. This is based on previous studies that have defined the History and geographical thinking skills in a sample of students of a bachelor’s degree in Primary Education Teaching and a master’s degree in Secondary Education Teaching (Universitat de València). These researches mentioned in this chapter tried to evaluate the extent to which the aforementioned skills are acquired, and their professional abilities to put them into practice in different educational stages. To do this, the authors resorted to questionnaires combining both closed questions and practical exercises regarding editing sources and the elaboration of narratives and pictorial representations. This was done with the purpose of assessing trainee teachers’ educational knowledge, and the impact that disciplinary and pedagogical training have had in the development of their professional competences. For that matter, it is especially relevant to ensure that trainee teachers not only have acquired these skills at a theoretical level, but that they are also capable of putting them into practice when necessary.

Keywords: Disciplinary knowledge, History Education, Geography Education, Teacher Education

The overall training and education of a future social sciences teacher is a complex task at every educational stage. In all cases, future teachers do not just require general educational knowledge, an understanding of teaching centers, life in the classroom and the psychological evolution of pupils. They also need to learn basic disciplinary content in both history and geography as well as specialized professional...

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