Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers
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Título: | Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers |
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Autor/es: | Moreno Vera, Juan Ramón | Ponsoda López de Atalaya, Santiago | López Fernández, José Antonio | Blanes Mora, Rubén |
Grupo/s de investigación o GITE: | Grupo de Investigación en Igualdad, Género y Educación (IGE) | Poder Público, Sociedad y Cultura en el Reino de Valencia, ss. XIII-XV |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Palabras clave: | Social sciences | Education | Conceptions of heritage |
Área/s de conocimiento: | Didáctica de las Ciencias Sociales |
Fecha de publicación: | 27-oct-2020 |
Editor: | MDPI |
Cita bibliográfica: | Moreno-Vera JR, Ponsoda-López de Atalaya S, López-Fernández JA, Blanes-Mora R. Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers. Sustainability. 2020; 12(21):8921. https://doi.org/10.3390/su12218921 |
Resumen: | This study examines the conception of heritage—holistic or traditional—among future early-childhood and primary teachers. In order to do this, our objective was to analyze trainee teachers’ perceptions surrounding the conception of heritage. To carry out the analysis, we designed and validated a questionnaire with closed-ended questions (Likert scale 1–5) and one open-ended question about the elements that respondents considered to be part of what we define as heritage. The participants (n = 602) study at the universities of Alicante, Murcia, and Córdoba, and the investigation took place during 2018/19 and 2019/20 academic years. The results show a traditional conception that is still attached to immovable monumental heritage, with lower scores for intangible and natural heritage. However, there were some high scores for traditions and popular festivals, which are a frequent educational resource in early-childhood and primary classrooms. In conclusion, this non-holistic conception of heritage could be changed if an active and varied use of heritage resources were introduced from the early stages of education. |
Patrocinador/es: | This research was funded by the UNIVERSITY OF ALICANTE, grant number GRE18-13A; by the MINISTRY OF SCIENCE, INNOVATION AND UNIVERSITITES grant number PGC2018-094491-B-C33, and by GENERAL DIRECTORATE OF SCIENTIFIC AND TECHNICAL RESEARCH grant number HAR2015-68059-C2-1-R. This work was supported by the I3CE Network Programme of Research in University Teaching of the Vice-Rectorate of Educational Quality and Innovation–Institute of Educational Sciences of the UNIVERSITY OF ALICANTE (convened 2019–20), Grant number 4825. |
URI: | http://hdl.handle.net/10045/109968 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su12218921 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/su12218921 |
Aparece en las colecciones: | INV - IGE - Artículos de Revistas INV - PSOCU - Articles de Revistes |
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