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dc.contributor.authorGómez Carrasco, Cosme J.-
dc.contributor.authorMiralles Martínez, Pedro-
dc.contributor.authorRodríguez Medina, Jairo-
dc.contributor.authorMaquilón Sánchez, Javier J.-
dc.date.accessioned2025-02-05T12:51:55Z-
dc.date.available2025-02-05T12:51:55Z-
dc.date.issued2020-01-03-
dc.identifier.citationEducational Studies Volume 47, 2021 - Issue 4 PP. 472–490es
dc.identifier.issnPrint.: 0305-5698-
dc.identifier.issnElectrónic.: 1465-3400-
dc.identifier.urihttp://hdl.handle.net/10201/150127-
dc.description© 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/10.1080/03055698.2019.1707069es
dc.description.abstractThe 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.es
dc.formatapplication/pdfes
dc.format.extent20es
dc.languageenges
dc.publisherTaylor & Francis Groupes
dc.relationThis article has been possible thanks to the research project funded by Ministry of Science, University and Innovation, co-funded by FEDER funding PGC2018-094491-B-C33, and project “Competencias docentes y métodos activos de aprendizaje. Una investigación evaluativa con el profesorado en formación de ciencias sociales” (20638/JLI/18), funded by Seneca Foundation. Agency of Science and Technology of Murcia.es
dc.rightsinfo:eu-repo/semantics/embargoedAccesses
dc.subjectHistory educationes
dc.subjectAssessmentes
dc.subjectTeacher traininges
dc.subjectEducation researches
dc.titlePerceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdomes
dc.typeinfo:eu-repo/semantics/articlees
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/03055698.2019.1707069es
dc.identifier.doihttps://doi.org/10.1080/03055698.2019.1707069-
dc.contributor.departmentDepartamento de Didáctica de las Ciencias Matemáticas y Sociales-
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