Publication: La concepción de la memoria histórica en futuros maestros de Cataluña y de Andorra en perspectiva comparada.
Authors
Sabido-Codina, Judit ; Sáez-Rosenkranz, Isadora ; Yáñez de Aldecoa, Cristina ; Sabrià, Betlem
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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Description
Abstract
El presente artículo analiza bajo una
perspectiva comparada la manera en la que el
profesorado en formación de Cataluña y
Andorra conceptualiza la memoria histórica,
consigna haberla trabajado como estudiante de
secundaria y explora las capacidades
didácticas que considera tener para abordarla
en el aula. Para ello, se ha diseñado un estudio
mixto, a partir de un cuestionario con preguntas
abiertas y cerradas aplicado a estudiantes de
magisterio (n=233). Mediante el análisis Reinert
y la estadística descriptiva y bivariante, se
concluye que existe una visión estereotipada de
la memoria; que en la experiencia escolar se
promovió de forma homóloga en ambos casos
el uso de libros de texto, mientras que otros
recursos como los visuales o audiovisuales son
más frecuentes en Andorra que en Cataluña. A
pesar de ello, no se observan particularidades
en la percepción que tienen sobre su capacidad
para trabajarla en aula, declarándose
medianamente capaces.
The present article analyzes in a comparative perspective how teachers in training in Catalonia and Andorra conceptualize historical memory, report having worked it as secondary school students, and explore the didactic skills they consider having to handle it in the classroom. For this purpose, a mixed study has been designed based on a questionnaire with open and closed questions applied to teacher training students (n=233). Through Reinert analysis and descriptive and bivariate statistics, it is concluded that there is a stereotyped view of memory; that the use of textbooks was homogeneously promoted during their school experience in both cases, while other resources, such as visual or audiovisual ones, are more frequent in Andorra than in Catalonia. Despite that, no particularities are observed in their perception of their ability to work with it in the classroom, declaring themselves to be moderately capable.
The present article analyzes in a comparative perspective how teachers in training in Catalonia and Andorra conceptualize historical memory, report having worked it as secondary school students, and explore the didactic skills they consider having to handle it in the classroom. For this purpose, a mixed study has been designed based on a questionnaire with open and closed questions applied to teacher training students (n=233). Through Reinert analysis and descriptive and bivariate statistics, it is concluded that there is a stereotyped view of memory; that the use of textbooks was homogeneously promoted during their school experience in both cases, while other resources, such as visual or audiovisual ones, are more frequent in Andorra than in Catalonia. Despite that, no particularities are observed in their perception of their ability to work with it in the classroom, declaring themselves to be moderately capable.
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