Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)
Abstract This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences....
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2021-01-01
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Series: | Humanities & Social Sciences Communications |
Online Access: | https://doi.org/10.1057/s41599-020-00689-3 |
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doaj-65d27d2baaaa4f03b0d2d846a927ba122021-01-24T12:05:37ZengSpringer NatureHumanities & Social Sciences Communications2662-99922021-01-018111410.1057/s41599-020-00689-3Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)Tania Riveiro-Rodríguez0Andrés Domínguez-Almansa1Ramón López Facal2Tomás Izquierdo Rus3University of Santiago de CompostelaUniversity of Santiago de CompostelaUniversity of Santiago de CompostelaUniversity of MurciaAbstract This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, due to its characteristics, requires training extending beyond disciplinary knowledge, thus impeding better performance and a greater degree of learning among pupils. The study was organised in three axes: (a) observation of the teaching and learning process in schools (n = 3); (b) teacher’s conceptions (n = 38) on the subject, its context and their pupils’ learning; and (c) pupils’ reflections (n = 70) derived from their learning process. The objectives were: (1) to elaborate a theoretical substantiation for the subject and, in accordance with it, making a critical analysis of the practices observed; (2) to analyse how teachers conceive the subject; and (3) to analyse the pupils’ reflections regarding the experience and to what extent they acquire social, civic and/or academic skills. The methodology was qualitative, using in the data analysis a quantitative perspective too. The instruments used were the participant observation, interviews, a closed questionnaire and a semi-opened questionnaire. The results are presented in a descriptive-interpretative way, but also quantitative. It can be advanced that teachers designed the subject in line with Place-Based Education and Heritage Education, but the lack of specific training in those theories ends up blurring their holistic approach in the nearby places. Teachers show similar conceptions about the subject and its teaching process. And the majority of students value positively the methodology used in the initiatives and acquire a socio-critical consciousness.https://doi.org/10.1057/s41599-020-00689-3 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tania Riveiro-Rodríguez Andrés Domínguez-Almansa Ramón López Facal Tomás Izquierdo Rus |
spellingShingle |
Tania Riveiro-Rodríguez Andrés Domínguez-Almansa Ramón López Facal Tomás Izquierdo Rus Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain) Humanities & Social Sciences Communications |
author_facet |
Tania Riveiro-Rodríguez Andrés Domínguez-Almansa Ramón López Facal Tomás Izquierdo Rus |
author_sort |
Tania Riveiro-Rodríguez |
title |
Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain) |
title_short |
Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain) |
title_full |
Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain) |
title_fullStr |
Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain) |
title_full_unstemmed |
Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain) |
title_sort |
place-based education and heritage education in in-service teacher training: research on teaching practices in secondary schools in galicia (nw spain) |
publisher |
Springer Nature |
series |
Humanities & Social Sciences Communications |
issn |
2662-9992 |
publishDate |
2021-01-01 |
description |
Abstract This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, due to its characteristics, requires training extending beyond disciplinary knowledge, thus impeding better performance and a greater degree of learning among pupils. The study was organised in three axes: (a) observation of the teaching and learning process in schools (n = 3); (b) teacher’s conceptions (n = 38) on the subject, its context and their pupils’ learning; and (c) pupils’ reflections (n = 70) derived from their learning process. The objectives were: (1) to elaborate a theoretical substantiation for the subject and, in accordance with it, making a critical analysis of the practices observed; (2) to analyse how teachers conceive the subject; and (3) to analyse the pupils’ reflections regarding the experience and to what extent they acquire social, civic and/or academic skills. The methodology was qualitative, using in the data analysis a quantitative perspective too. The instruments used were the participant observation, interviews, a closed questionnaire and a semi-opened questionnaire. The results are presented in a descriptive-interpretative way, but also quantitative. It can be advanced that teachers designed the subject in line with Place-Based Education and Heritage Education, but the lack of specific training in those theories ends up blurring their holistic approach in the nearby places. Teachers show similar conceptions about the subject and its teaching process. And the majority of students value positively the methodology used in the initiatives and acquire a socio-critical consciousness. |
url |
https://doi.org/10.1057/s41599-020-00689-3 |
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