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An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis

Author

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  • Jairo Rodríguez-Medina

    (Department of Pedagogy, Faculty of Education, University of Valladolid, 47011 Valladolid, Spain)

  • Cosme J. Gómez-Carrasco

    (Department of Mathematics and Social Sciences Teaching, Faculty of Education at University of Murcia, 30100 Murcia, Spain)

  • Pedro Miralles-Martínez

    (Department of Mathematics and Social Sciences Teaching, Faculty of Education at University of Murcia, 30100 Murcia, Spain)

  • Inmaculada Aznar-Díaz

    (Department of Didactics and School Organization, Faculty of Education Sciences at University of Granada, 18071 Granada, Spain)

Abstract

We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.

Suggested Citation

  • Jairo Rodríguez-Medina & Cosme J. Gómez-Carrasco & Pedro Miralles-Martínez & Inmaculada Aznar-Díaz, 2020. "An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis," Sustainability, MDPI, vol. 12(8), pages 1-23, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:8:p:3124-:d:344997
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    References listed on IDEAS

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    1. Rosseel, Yves, 2012. "lavaan: An R Package for Structural Equation Modeling," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i02).
    2. Adrian Burgess & Carl Senior & Elisabeth Moores, 2018. "A 10-year case study on the changing determinants of university student satisfaction in the UK," PLOS ONE, Public Library of Science, vol. 13(2), pages 1-15, February.
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    Cited by:

    1. María Martínez-Hita & Cosme Jesús Gómez-Carrasco & Pedro Miralles-Martínez, 2021. "The effects of a gamified project based on historical thinking on the academic performance of primary school children," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-10, December.
    2. Cosme Jesús Gómez-Carrasco & Jairo Rodríguez-Medina & à lvaro Chaparro-Sainz & José Monteagudo-Fernández, 2022. "Teaching Approaches and Profile Analysis: An Exploratory Study With Trainee History Teachers," SAGE Open, , vol. 12(1), pages 21582440211, November.

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