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    Por favor, use este identificador para citar o enlazar este ítem:https://uvadoc.uva.es/handle/10324/52581

    Título
    An evaluation of an intervention programme in teacher training for geography and history: A reliability and validity analysis
    Autor
    Rodríguez Medina, JairoAutoridad UVA Orcid
    Gómez Carrasco, Cosme Jesús
    Miralles Martínez, Pedro
    Aznar Díaz, Inmaculada
    Año del Documento
    2020
    Editorial
    MDPI
    Descripción
    Producción Científica
    Documento Fuente
    Sustainability, 2020, vol. 12, n. 8, 3124
    Resumen
    We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.
    Palabras Clave
    Historical thinking
    Pensamiento histórico
    Active learning methods
    Metodologías activas
    History teaching (Secondary Education)
    Historia - Estudio y enseñanza (Secundaria)
    ISSN
    2071-1050
    Revisión por pares
    SI
    DOI
    10.3390/su12083124
    Patrocinador
    Ministerio de Ciencia, Innovación y Universidades - Fondo Europeo de Desarrollo Regional (project PGC2018-094491-B-C33)
    Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia (project 20638/JLI/18)
    Version del Editor
    https://www.mdpi.com/2071-1050/12/8/3124
    Propietario de los Derechos
    © 2020 The Authors
    Idioma
    eng
    URI
    https://uvadoc.uva.es/handle/10324/52581
    Tipo de versión
    info:eu-repo/semantics/publishedVersion
    Derechos
    openAccess
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    • DEP54 - Artículos de revista [151]
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    Universidad de Valladolid

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