RT info:eu-repo/semantics/article
T1 An Examination of Epistemic Beliefs about History in Initial Teacher Training: A Comparative Analysis between Primary and Secondary Education Prospective Teachers
A1 Miguel Revilla, Diego
A1 Carril Merino, María Teresa
A1 Sánchez Agusti, María
K1 Epistemic beliefs
K1 Epistemic cognition
K1 History education
K1 Initial teacher training
K1 Secondary education
K1 Primary education
K1 5803.02 Preparación de Profesores
AB 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 withthree stances (copier, borrower, and criterialist) and the consistency of theanswers. Responses were also codified and qualitatively examined. Whileall groups favored a criterialist stance, secondary education pre-serviceteachers showed more nuanced and consistent visions than their primaryeducation counterparts. A discussion is presented on the role of initialteacher training and on the characterization of epistemic cognitionin history.
PB Taylor & Francis
SN 0022-0973
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/64898
UL https://uvadoc.uva.es/handle/10324/64898
LA eng
NO The Journal of Experimental Education, 2021, vol. 89, n.º, p. 54-73
NO Producción Científica
DS UVaDOC
RD 17-jul-2024