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dc.contributor.author | Miguel Revilla, Diego | |
dc.contributor.author | Carril Merino, María Teresa | |
dc.contributor.author | Sánchez Agusti, María | |
dc.date.accessioned | 2024-01-23T12:26:10Z | |
dc.date.available | 2024-01-23T12:26:10Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | The Journal of Experimental Education, 2021, vol. 89, n.º, p. 54-73 | es |
dc.identifier.issn | 0022-0973 | es |
dc.identifier.uri | https://uvadoc.uva.es/handle/10324/64898 | |
dc.description | Producción Científica | es |
dc.description.abstract | Epistemic beliefs about history can influence the way educators address this discipline with their students. This mixed-methods study establishes a comparison between three groups: secondary education, and both second-year and third-year primary education social studies pre-service teachers. Using a sample of 430 participants, the Beliefs About History Questionnaire (BHQ) was applied to quantitatively assess the level of agreement with three stances (copier, borrower, and criterialist) and the consistency of the answers. Responses were also codified and qualitatively examined. While all groups favored a criterialist stance, secondary education pre-service teachers showed more nuanced and consistent visions than their primary education counterparts. A discussion is presented on the role of initial teacher training and on the characterization of epistemic cognition in history. | es |
dc.format.mimetype | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | Taylor & Francis | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject.classification | Epistemic beliefs | es |
dc.subject.classification | Epistemic cognition | es |
dc.subject.classification | History education | es |
dc.subject.classification | Initial teacher training | es |
dc.subject.classification | Secondary education | es |
dc.subject.classification | Primary education | es |
dc.title | An Examination of Epistemic Beliefs about History in Initial Teacher Training: A Comparative Analysis between Primary and Secondary Education Prospective Teachers | es |
dc.type | info:eu-repo/semantics/article | es |
dc.rights.holder | Taylor & Francis | es |
dc.identifier.doi | 10.1080/00220973.2020.1718059 | es |
dc.relation.publisherversion | https://www.tandfonline.com/doi/full/10.1080/00220973.2020.1718059 | es |
dc.identifier.publicationfirstpage | 54 | es |
dc.identifier.publicationissue | 1 | es |
dc.identifier.publicationlastpage | 73 | es |
dc.identifier.publicationtitle | The Journal of Experimental Education | es |
dc.identifier.publicationvolume | 89 | es |
dc.peerreviewed | SI | es |
dc.description.project | Este trabajo contó con el apoyo del MInisterio de Economía, Industria y Competitividad del Gobierno de España (MINECO), y cofinanciado por el Fondo Europeo de Desarrollo Regional (FEDER), bajo la Subvención EDU2013-43782-P | es |
dc.identifier.essn | 1940-0683 | es |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.type.hasVersion | info:eu-repo/semantics/acceptedVersion | es |
dc.subject.unesco | 5803.02 Preparación de Profesores | es |
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