000117395 001__ 117395
000117395 005__ 20230914083358.0
000117395 0247_ $$2doi$$a10.3389/feduc.2022.865222
000117395 0248_ $$2sideral$$a128608
000117395 037__ $$aART-2022-128608
000117395 041__ $$aeng
000117395 100__ $$0(orcid)0000-0003-4958-7239$$aParicio, J.$$uUniversidad de Zaragoza
000117395 245__ $$aEpistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction
000117395 260__ $$c2022
000117395 5060_ $$aAccess copy available to the general public$$fUnrestricted
000117395 5203_ $$aThis study investigates the difficulties pre-service history teachers face in understanding and implementing a history curriculum focused on historical reasoning. Based on the general hypothesis of beliefs exerting a direct influence on teachers’ actions, this phenomenographic study provides a qualitative analysis of the epistemic and learning/teaching conceptions on which pre-service teachers base their reflections and decisions when they have to produce a teaching plan for a specific situation, taking n = 72 pre-service teachers from the Master’s Degree in Teaching in Secondary Education at the University of Zaragoza (specialty Geography and History) as statistical sample. The outcome of the first phases of the analysis was a new theoretical reference framework that innovated by simultaneously analyzing epistemic and educational conceptions. On the one hand, the analysis results include a considerable number of pre-service teachers who use epistemic beliefs identifying history and the past when addressing the curriculum. On the other, none of them, not even those with advanced epistemic beliefs, think about the curriculum in terms of an inquiry-based approach to historical problems, and, therefore, they display a transmissive–reproductive conception of history instruction. Consequently, the main contribution is observation of a twofold threshold that pre-service teachers must cross to understand and accept an interpretive history curriculum: they must overcome the identification between past and history and instead immerse themselves in the necessarily interpretive nature of any history; and they must stop viewing learning as knowledge internalization and reproduction and, instead, embrace a conception of learning as inquiry and reasoning. Copyright © 2022 Paricio, García-Ceballos and Rubio-Navarro.
000117395 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S50-20R$$9info:eu-repo/grantAgreement/ES/MINECO-AEI-FEDER/PID2020-115288RB-I00
000117395 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000117395 592__ $$a0.661$$b2022
000117395 593__ $$aEducation$$c2022$$dQ2
000117395 594__ $$a2.3$$b2022
000117395 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000117395 700__ $$0(orcid)0000-0002-7661-3001$$aGarcía-Ceballos, S.$$uUniversidad de Zaragoza
000117395 700__ $$0(orcid)0000-0002-0908-9385$$aRubio-Navarro, A.$$uUniversidad de Zaragoza
000117395 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia.
000117395 773__ $$g7 (2022), 865222 [14 pp]$$tFrontiers in Education$$x2504-284X
000117395 8564_ $$s2118407$$uhttps://zaguan.unizar.es/record/117395/files/texto_completo.pdf$$yVersión publicada
000117395 8564_ $$s2427975$$uhttps://zaguan.unizar.es/record/117395/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000117395 909CO $$ooai:zaguan.unizar.es:117395$$particulos$$pdriver
000117395 951__ $$a2023-09-13-11:38:46
000117395 980__ $$aARTICLE