Publication: La concepción del patrimonio en el profesorado en formación de Educación Infantil
Loading...
Date
2022-03-24
Authors
Moreno Vera, Juan Ramón ; López Fernández, José Antonio ; Ponsoda López de Atalaya, Santiago
item.page.secondaryauthor
Facultades de la UMU::Facultad de Educación
item.page.director
Publisher
Universidad de Granada
publication.page.editor
publication.page.department
DOI
https://doi.org/10.30827/profesorado.v26i1.13789
item.page.type
info:eu-repo/semantics/article
Description
Abstract
La investigación educativa pocas veces presta atención a la enseñanza de contenidos conceptuales históricos en Educación Infantil, problema heredado de la visión psicoevolutiva piagetiana que impediría al alumnado de Infantil adquirir conocimientos abstractos. En esta investigación se plantea como objetivo conocer cuál es la concepcióndel profesorado en formación de Educación Infantil sobre los elementos culturalesdelpatrimonio, puesto que sonun contenidofundamental en la enseñanza de la historia escolar al servir de fuente primaria para conocer el pasado. La metodología empleada ha sido cualitativa-cuantitativaa través de un cuestionario que ha servido como instrumento de investigacióny sus resultados analizados mediante SPSS 24. Los resultados muestran que el futuro profesorado de Educación Infantil tiene una visión limitada y no holística del concepto de patrimonio, donde se mantiene el peso de los grandes hitos y monumentos,a excepción de las fiestas y tradiciones populares que son un recurso muy presente en la Educación Infantil. -------------
Few times educative researchpay attention to conceptual contents teaching in history education, inherited problem from the piagetinian psychoevolutive approach that indicates that children in Early-Childhood education are not able to learn abstract contents. In this paper, the target is to know the conception that Early-Childhood training teachers have about the concept of heritage, due to its importance as primary font to meet the past. The methodology implemented is qualitative-quantitative using a questionnaire as evaluation instrument and SPSS 24 to analyze the results. These resultsshow that future Early-Childhood teachers have a limited and no holistic conception of heritage, just taking in account big monumentsexcept from popular traditions and folk that are a very used resource in Early-Childhood Education
Few times educative researchpay attention to conceptual contents teaching in history education, inherited problem from the piagetinian psychoevolutive approach that indicates that children in Early-Childhood education are not able to learn abstract contents. In this paper, the target is to know the conception that Early-Childhood training teachers have about the concept of heritage, due to its importance as primary font to meet the past. The methodology implemented is qualitative-quantitative using a questionnaire as evaluation instrument and SPSS 24 to analyze the results. These resultsshow that future Early-Childhood teachers have a limited and no holistic conception of heritage, just taking in account big monumentsexcept from popular traditions and folk that are a very used resource in Early-Childhood Education
publication.page.subject
Educación infantil , Historia , Patrimonio , Enseñanza , Arte , Art , Early childhood education , Teaching , Heritage , History
Citation
Profesorado, Revista De Currículum Y Formación Del Profesorado, 2022, Vol. 26, N. 1, pp. 439–458.
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/