RT Book,_Section
T1 What can be learned from decontextualised heritage?
A1 Schugurensky, Daniel
A1 Castro Fernández, Belén María
A1 López Facal, Ramón
A1 Jiménez Esquinas, Guadalupe
A2 Gómez Carrasco, Cosme Jesús
A2 Miralles Martínez, Pedro
A2 López Facal, Ramón
K1 Teacher training
K1 Heritage education
K1 Social problems
K1 Conflict
K1 Critical thinking
AB This paper analyses the perceptions of trainee primary education teachers on the inclusion of relevant and socially conflictive issues in heritage education. In university classes, a strategy based on collaborative learning and research methodology oriented towards the development of critical thinking is taught.  Places which have been flooded by the construction of dams are studied due to the conflict which this causes between local interests and social benefit. This research employs mixed methods in order to analyse the perceptions of trainee teachers regarding conflictive heritage and its use in the c lassroom. The learning is evaluated in order to understand social problems and to analyse to what extent they consider that such issues can contribute towards constructing a socially committed citizenship. The results show that trainee teachers modify their perceptions regarding how to approach heritage education when research methodology is incorporated into their training process.
PB Peter Lang
SN 9783631818978
YR 2021
FD 2021
LK https://hdl.handle.net/10347/38727
UL https://hdl.handle.net/10347/38727
LA eng
NO This research is part of the coordinated projects PGC2018-094491-B-C31 with funding from the Spanish State Research Agency (AEI) and the European Regional Development Fund (ERDF).
DS Minerva
RD 24 abr 2026