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| Título: | Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom |
| Fecha de publicación: | 3-ene-2020 |
| Editorial: | Taylor & Francis Group |
| Cita bibliográfica: | Educational Studies Volume 47, 2021 - Issue 4 PP. 472–490 |
| ISSN: | Print.: 0305-5698 Electrónic.: 1465-3400 |
| Palabras clave: | History education Assessment Teacher training Education research |
| Resumen: | The main aim of this paper is to compare the opinions and perceptions of trainee teachers in Spain and the United Kingdom on the most appropriate procedures, activities and exercises to assess historical knowledge. A closed questionnaire was developed with a Likert-type scale (1–5). The sample was 506 questionnaires of students of the Teacher Training Master’s degree in the speciality of Geography and History in Spain (344) and PGCE and Teach First in United Kingdom (162). The research involved 22 universities, 13 from Spain and 9 from England, with a wide territorial representation. The results show significant differences between the two countries, quite clear educational profiles for Spain, and more diffuse ones in United Kingdom. |
| Autor/es principal/es: | Gómez Carrasco, Cosme J. Miralles Martínez, Pedro Rodríguez Medina, Jairo Maquilón Sánchez, Javier J. |
| Versión del editor: | https://www.tandfonline.com/doi/full/10.1080/03055698.2019.1707069 |
| URI: | http://hdl.handle.net/10201/150127 |
| DOI: | https://doi.org/10.1080/03055698.2019.1707069 |
| Tipo de documento: | info:eu-repo/semantics/article |
| Número páginas / Extensión: | 20 |
| Derechos: | info:eu-repo/semantics/embargoedAccess |
| Descripción: | © 2019 Informa UK Limited, trading as Taylor & Francis Group. This document is the published version of a published work that appeared in final form in Educational Studies. To access the final edited and published work see: https://doi.org/10.1080/03055698.2019.1707069 |
| Aparece en las colecciones: | Artículos |
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