Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom

被引：6

作者：

Gomez Carrasco, Cosme J. ^{[1
]}

Miralles Martinez, Pedro ^{[4
]}

Rodriguez Medina, Jairo ^{[2
,5
]}

Maquilon Sanchez, Javier J. ^{[3
]}

机构：

[1] Univ Murcia, Fac Educ, Social Sci Teaching, Murcia, Spain

[2] Univ Murcia, Murcia, Spain

[3] Univ Murcia, Dept Res Methods & Diag Educ, Murcia, Spain

[4] Univ Murcia, Fac Educ, Dept Math & Social Sci Teaching, E-30100 Murcia, Spain

[5] Univ Valladolid, Dept Pedag, Fac Educ, Valladolid, Spain

来源：

EDUCATIONAL STUDIES | 2021年 / 47卷 / 04期

关键词：

History education; assessment; teacher training; education research; VALIDATION;

D O I：

10.1080/03055698.2019.1707069

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：472 / 490

页数：19

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