Actitudes de los docentes en formación respecto a la didáctica de la memoria histórica

Abstract

Addressing Historical Memory in the classroom is still controversial today. Perhaps it is because of its proximity in time, because of the traces left in the social structures of the Spanish state or because of a self-interested use, on many occasions, of this delicate subject. However, it plays a key role in the civic education of our young people. The role of the teacher in dealing with it is crucial. We have noted the absence of prior training aimed at future Secondary and Baccalaureate teachers. Our aim was to find out the attitudes of trainee teachers towards Historical Memory as teaching content, to assess their knowledge, in theoretical and methodological terms, of the teaching staff in relation to the subject, in order to generate a framework of reference in which to develop these competences. We conducted a quantitative study based on the survey technique, using a questionnaire created ad hoc, in which 511 students of the Master's Degree in Compulsory Secondary Education, Vocational Training and Language Teaching (MAES) of the University of Seville and Malaga, they came from all the different training programs that qualified them to teach. An inferential and descriptive analysis of the data was carried out. The results revealed that there are differences by field of knowledge and sex of the participants, with a common positive assessment of these contents as a resource for the education in values and civic education of students at this educational stage.