Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching

In the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and prima...

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Autores: Farrujia de la Rosa, A. José, Martínez Gil, Tània, Hernández Gómez, Cristo Manuel, Sáez Rosenkranz, Isidora
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/183411
Acceso en línea:https://hdl.handle.net/2445/183411
Access Level:acceso abierto
Palabra clave:Ensenyament de les ciències socials
Innovacions educatives
Formació del professorat
Educació superior
Aprenentatge electrònic
Social sciences education
Educational innovations
Teacher training
Higher education
Web-based instruction
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spelling Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences TeachingFarrujia de la Rosa, A. JoséMartínez Gil, TàniaHernández Gómez, Cristo ManuelSáez Rosenkranz, IsidoraEnsenyament de les ciències socialsInnovacions educativesFormació del professoratEducació superiorAprenentatge electrònicSocial sciences educationEducational innovationsTeacher trainingHigher educationWeb-based instructionIn the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and primary (n = 86) education trainee teachers in a selected virtual environment (ULL). One of the key aspects was the inter-university student's grouping among both bachelor programs (early childhood and primary). The project had two main aims, which are as follows: (1) to familiarize students with heritage itineraries as key tools for the teaching of Social Sciences and (2) to develop professional competencies related to the coordination of teachers among educational levels, teaching, and learning strategies when using historical heritage and improving digital competencies. To achieve these aims, a three-phase intervention was designed (planning, design, and evaluation), all including active learning and the use of local environments as a teaching resource. To investigate the outcomes of the project, two sources of data were analyzed, namely, the results of a rubric and an opinion questionnaire (Cronbach's α = 0.693), applied pre- (n = 185), and post- (n = 152) intervention. The descriptive statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS; v. 22) showing the positive learning outcomes of the participants. The rubric's results showed that collaborative work and skills development scored higher, while contents of Social Sciences and the handling of heritage itineraries as teaching strategies were correct but lower than the other parameters analyzed. The questionnaire showed a positive perception of working together in consecutive educational levels and of the uses of digital technology for collaborative work but also indicated some difficulties regarding group organization, especially in the first weeks. The main results of the project highlight several aspects. (1) The need to apply pedagogical, technological, and educational resources to promote active and meaningful learning in future teachers. (2) The need to use virtual environments as learning and communication spaces in inter-university contexts, and (3) the importance of using local environments as scenarios for teaching Social Sciences.2022202220222022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion14 p.application/pdfhttps://hdl.handle.net/2445/183411Articles publicats en revistes (Didàctiques Aplicades)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3389/feduc.2022.834373Frontiers in Education, 2022, vol. 7, p. 834373https://doi.org/10.3389/feduc.2022.834373cc-by (c) Farrujia de la Rosa, A. José et al., 2022https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1834112026-05-29T05:05:01Z
dc.title.none.fl_str_mv Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
title Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
spellingShingle Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
Farrujia de la Rosa, A. José
Ensenyament de les ciències socials
Innovacions educatives
Formació del professorat
Educació superior
Aprenentatge electrònic
Social sciences education
Educational innovations
Teacher training
Higher education
Web-based instruction
title_short Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
title_full Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
title_fullStr Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
title_full_unstemmed Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
title_sort Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching
dc.creator.none.fl_str_mv Farrujia de la Rosa, A. José
Martínez Gil, Tània
Hernández Gómez, Cristo Manuel
Sáez Rosenkranz, Isidora
author Farrujia de la Rosa, A. José
author_facet Farrujia de la Rosa, A. José
Martínez Gil, Tània
Hernández Gómez, Cristo Manuel
Sáez Rosenkranz, Isidora
author_role author
author2 Martínez Gil, Tània
Hernández Gómez, Cristo Manuel
Sáez Rosenkranz, Isidora
author2_role author
author
author
dc.subject.none.fl_str_mv Ensenyament de les ciències socials
Innovacions educatives
Formació del professorat
Educació superior
Aprenentatge electrònic
Social sciences education
Educational innovations
Teacher training
Higher education
Web-based instruction
topic Ensenyament de les ciències socials
Innovacions educatives
Formació del professorat
Educació superior
Aprenentatge electrònic
Social sciences education
Educational innovations
Teacher training
Higher education
Web-based instruction
description In the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and primary (n = 86) education trainee teachers in a selected virtual environment (ULL). One of the key aspects was the inter-university student's grouping among both bachelor programs (early childhood and primary). The project had two main aims, which are as follows: (1) to familiarize students with heritage itineraries as key tools for the teaching of Social Sciences and (2) to develop professional competencies related to the coordination of teachers among educational levels, teaching, and learning strategies when using historical heritage and improving digital competencies. To achieve these aims, a three-phase intervention was designed (planning, design, and evaluation), all including active learning and the use of local environments as a teaching resource. To investigate the outcomes of the project, two sources of data were analyzed, namely, the results of a rubric and an opinion questionnaire (Cronbach's α = 0.693), applied pre- (n = 185), and post- (n = 152) intervention. The descriptive statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS; v. 22) showing the positive learning outcomes of the participants. The rubric's results showed that collaborative work and skills development scored higher, while contents of Social Sciences and the handling of heritage itineraries as teaching strategies were correct but lower than the other parameters analyzed. The questionnaire showed a positive perception of working together in consecutive educational levels and of the uses of digital technology for collaborative work but also indicated some difficulties regarding group organization, especially in the first weeks. The main results of the project highlight several aspects. (1) The need to apply pedagogical, technological, and educational resources to promote active and meaningful learning in future teachers. (2) The need to use virtual environments as learning and communication spaces in inter-university contexts, and (3) the importance of using local environments as scenarios for teaching Social Sciences.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/183411
url https://hdl.handle.net/2445/183411
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/feduc.2022.834373
Frontiers in Education, 2022, vol. 7, p. 834373
https://doi.org/10.3389/feduc.2022.834373
dc.rights.none.fl_str_mv cc-by (c) Farrujia de la Rosa, A. José et al., 2022
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Farrujia de la Rosa, A. José et al., 2022
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 14 p.
application/pdf
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctiques Aplicades)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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