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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 10 Social representations and teaching of cross-cutting topics for history and geography teachers in training: Gender and climate change


Abstract: This research focuses on the importance of initial training when addressing the representations that future teachers have about socially relevant topics in the scope of geographical and historical education. These include gender and socio-environmental problems, which are the focus of this piece of work. To this end, this study will try to identify the degree to which teachers in training understand the concept of gender, in order to determine to what extent initial gender-related education has an influence on them. As regards climate change, we will explore participants’ perceptions of the education they received during their schooling and analyze the didactic proposals they would present to their pupils. The sample includes a total of 124 students from the Degree in Primary Education and 69 students taking the Master’s Degree in Secondary Education (specialized in geography and history; University of Valencia). The results indicate that the previous education received by students results in significant differences when it comes to defining and, consequently, understanding the concept of gender. However, when it comes to climate change, although participants stated that they had received specific training on the subject, the activities they proposed were not sufficiently problematized or innovative to be introduced into the classroom with any possibility of success.

Key words: Teaching training, Gender, Climate change, History, Geography

The theory of social representations (Moscovici, 1978) appeared as a paradigm which could explain the workings of academic standards in social science education. Attempts to improve history, geography and art...

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