Teacher Training Via Debate on the Way of St. James as Controversial Heritage
This paper presents the results of an intervention proposal regarding cultural heritage based on active learning methods and carried out during initial teacher training. The social theme taken as a reference was the pilgrim route of the Way of St. James declared to be the first Cultural Route of the...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-01-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.823122/full |
| _version_ | 1798015441579278336 |
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| author | Belén Castro-Fernández Guadalupe Jiménez-Esquinas Ramón López-Facal |
| author_facet | Belén Castro-Fernández Guadalupe Jiménez-Esquinas Ramón López-Facal |
| author_sort | Belén Castro-Fernández |
| collection | DOAJ |
| description | This paper presents the results of an intervention proposal regarding cultural heritage based on active learning methods and carried out during initial teacher training. The social theme taken as a reference was the pilgrim route of the Way of St. James declared to be the first Cultural Route of the Council of Europe in 1987, due to the fact that its controversial dimensions (conservation, use, management, authenticity, stereotypes and performativity) make it possible to develop critical thinking through research and debate. This study is set in the context of a prior line of research which aimed to stimulate investigative, ethical, reflexive and argumentation competences among future teachers. From the interpretive paradigm, it was attempted to verify, via questionnaires, narratives and open reflections, what effects participation in this experiment would have on the participating trainee teachers’ perceptions of heritage and the educational potential thereof. The future teachers: 1) learned to value the emotional dimensions of heritage as catalysts for learning and resignification processes, particularly in relation to the Way of St. James; 2) highlighted active, student-centred, methodological strategies in order to discover and understand their social reality; 3) emphasised the value of a reflexive and critical model of teaching in order to develop a committed attitude towards the environment; 4) identified the fact that controversial issues are a useful tool with regard to civic education and the development of critical thinking. |
| first_indexed | 2024-04-11T15:33:31Z |
| format | Article |
| id | doaj.art-60098d8f7abe4cdaab705220534e9cc7 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-11T15:33:31Z |
| publishDate | 2022-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-60098d8f7abe4cdaab705220534e9cc72022-12-22T04:16:04ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-01-01610.3389/feduc.2021.823122823122Teacher Training Via Debate on the Way of St. James as Controversial HeritageBelén Castro-Fernández0Guadalupe Jiménez-Esquinas1Ramón López-Facal2Departament of Applied Didactis, University of Santiago de Compostela, Santiago de Compostela, SpainDepartament of Philosophy and Anthropology, University of Santiago de Compostela, Santiago de Compostela, SpainDepartament of Applied Didactis, University of Santiago de Compostela, Santiago de Compostela, SpainThis paper presents the results of an intervention proposal regarding cultural heritage based on active learning methods and carried out during initial teacher training. The social theme taken as a reference was the pilgrim route of the Way of St. James declared to be the first Cultural Route of the Council of Europe in 1987, due to the fact that its controversial dimensions (conservation, use, management, authenticity, stereotypes and performativity) make it possible to develop critical thinking through research and debate. This study is set in the context of a prior line of research which aimed to stimulate investigative, ethical, reflexive and argumentation competences among future teachers. From the interpretive paradigm, it was attempted to verify, via questionnaires, narratives and open reflections, what effects participation in this experiment would have on the participating trainee teachers’ perceptions of heritage and the educational potential thereof. The future teachers: 1) learned to value the emotional dimensions of heritage as catalysts for learning and resignification processes, particularly in relation to the Way of St. James; 2) highlighted active, student-centred, methodological strategies in order to discover and understand their social reality; 3) emphasised the value of a reflexive and critical model of teaching in order to develop a committed attitude towards the environment; 4) identified the fact that controversial issues are a useful tool with regard to civic education and the development of critical thinking.https://www.frontiersin.org/articles/10.3389/feduc.2021.823122/fullactive learning methodsrelevant social problemscultural heritage educationhistory educationstudents’ perceptionscritical citizenship |
| spellingShingle | Belén Castro-Fernández Guadalupe Jiménez-Esquinas Ramón López-Facal Teacher Training Via Debate on the Way of St. James as Controversial Heritage Frontiers in Education active learning methods relevant social problems cultural heritage education history education students’ perceptions critical citizenship |
| title | Teacher Training Via Debate on the Way of St. James as Controversial Heritage |
| title_full | Teacher Training Via Debate on the Way of St. James as Controversial Heritage |
| title_fullStr | Teacher Training Via Debate on the Way of St. James as Controversial Heritage |
| title_full_unstemmed | Teacher Training Via Debate on the Way of St. James as Controversial Heritage |
| title_short | Teacher Training Via Debate on the Way of St. James as Controversial Heritage |
| title_sort | teacher training via debate on the way of st james as controversial heritage |
| topic | active learning methods relevant social problems cultural heritage education history education students’ perceptions critical citizenship |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2021.823122/full |
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