Show simple item record

dc.contributor.authorRodríguez Medina, Jairo 
dc.contributor.authorGómez Carrasco, Cosme Jesús
dc.contributor.authorMiralles Martínez, Pedro
dc.contributor.authorAznar Díaz, Inmaculada
dc.date.accessioned2022-03-22T13:08:27Z
dc.date.available2022-03-22T13:08:27Z
dc.date.issued2020
dc.identifier.citationSustainability, 2020, vol. 12, n. 8, 3124es
dc.identifier.issn2071-1050es
dc.identifier.urihttps://uvadoc.uva.es/handle/10324/52581
dc.descriptionProducción Científicaes
dc.description.abstractWe 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.es
dc.format.mimetypeapplication/pdfes
dc.language.isoenges
dc.publisherMDPIes
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subject.classificationHistorical thinkinges
dc.subject.classificationPensamiento históricoes
dc.subject.classificationActive learning methodses
dc.subject.classificationMetodologías activases
dc.subject.classificationHistory teaching (Secondary Education)es
dc.subject.classificationHistoria - Estudio y enseñanza (Secundaria)es
dc.titleAn evaluation of an intervention programme in teacher training for geography and history: A reliability and validity analysises
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.holder© 2020 The Authorses
dc.identifier.doi10.3390/su12083124es
dc.relation.publisherversionhttps://www.mdpi.com/2071-1050/12/8/3124es
dc.peerreviewedSIes
dc.description.projectMinisterio de Ciencia, Innovación y Universidades - Fondo Europeo de Desarrollo Regional (project PGC2018-094491-B-C33)es
dc.description.projectFundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia (project 20638/JLI/18)es
dc.rightsAtribución 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record