Historical relevance of the Early Modern Age in teacher training

Abstract

This is a study on the perception of historical relevance of future teachers at the Faculty of Education of Albacete (University of Castilla-La Mancha, Spain). Historical relevance is a second-order concept of historical thought fundamental to teacher training. To this end, 195 questionnaires carried out by students of Early Childhood Education, Primary Education and Secondary Education have been analyzed. The research focuses on determining what substantive contents of history are considered relevant in general and of the Early Modern Age in particular. Historical relevance implies a reflection from a critical perspective on the part of future teachers about what the historical contents to be taught should be, how and for what purpose. A mixed methodology has been used for this, combining quantitative and qualitative techniques. The results obtained confirm the need to redefine historical education. Students reproduce knowledge based on isolated facts or concepts removed from context; present a chronological confusion of the main historical periods and processes; and define a teaching of history based on the transmission of a collective memory of the nation.