School memory and didactic-disciplinary knowledge in the representation of geographical and historical education of teachers in training
DOI:
https://doi.org/10.47553/rifop.v34i3.82028Abstract
This research aims to examine the way in which future teachers of Primary and Secondary Education represent the subjects of Geography and History to assess the impact that these representations may have on their future professional practice. A questionnaire has been designed by means of which it is intended to analyze the incidence of school memory and pedagogical-disciplinary training in the way they conceptualize these subjects and in the adoption of certain perspectives and socio-educational purposes. 124 students in the last stage of their training, from the University of Valencia (Spain), participated in this study: 84 came from the Degree in Primary Education and 40 from the Master’s Degree in Secondary Education Teacher Training (specialization in Geography and History). For the collection of information, a mixed approach was chosen, since the questionnaire combined closed items with open questions. The information was analyzed using a series of variables considered relevant, such as the type of memories, disciplinary knowledge or pedagogical training, among others. The results show the persistence of traditional elements, reinforced by the relevance of individual and collective memory, in the way of understanding Geography and History. Moreover, they demonstrate the importance of disciplinary knowledge in order to break with certain inheritances that hinder innovation and the adoption of a critical model of education.
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