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Perceptions of Heritage among Students of Early Childhood and Primary Education

Author

Listed:
  • José A. López-Fernández

    (Department of Geography, La Merced Campus, University of Murcia, 30001 Murcia, Spain)

  • Silvia Medina

    (Department of Specific Didactics, Faculty of Sciences Education, University of Córdoba, 14004 Córdoba, Spain)

  • Miguel J. López

    (Department of Specific Didactics, Faculty of Sciences Education, University of Córdoba, 14004 Córdoba, Spain)

  • Roberto García-Morís

    (Department of Specific Didactis and Research Methods, Faculty of Sciences Education, Elviña Campus, University of A Coruña, 15071 A Coruña, Spain)

Abstract

In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

Suggested Citation

  • José A. López-Fernández & Silvia Medina & Miguel J. López & Roberto García-Morís, 2021. "Perceptions of Heritage among Students of Early Childhood and Primary Education," Sustainability, MDPI, vol. 13(19), pages 1-16, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:10636-:d:642734
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    References listed on IDEAS

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    1. Juan Ramón Moreno-Vera & Santiago Ponsoda-López de Atalaya & José Antonio López-Fernández & Rubén Blanes-Mora, 2020. "Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers," Sustainability, MDPI, vol. 12(21), pages 1-13, October.
    2. Verena Röll & Christiane Meyer, 2020. "Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education," Sustainability, MDPI, vol. 12(20), pages 1-18, October.
    3. Mónica Trabajo-Rite & Jose María Cuenca-López, 2020. "Student Concepts after a Didactic Experiment in Heritage Education," Sustainability, MDPI, vol. 12(7), pages 1-22, April.
    4. Joris Van Doorsselaere, 2021. "Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    5. María del Mar Felices-De la Fuente & Álvaro Chaparro-Sainz & Raimundo A. Rodríguez-Pérez, 2020. "Perceptions on the use of heritage to teach history in Secondary Education teachers in training," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-10, December.
    6. Cosme J. Gómez-Carrasco & Pedro Miralles-Martinez & Olaia Fontal & Alex Ibañez-Etxeberria, 2020. "Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)," Sustainability, MDPI, vol. 12(3), pages 1-21, January.
    7. José Monteagudo-Fernández & Cosme J. Gómez-Carrasco & Álvaro Chaparro-Sainz, 2021. "Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)," Sustainability, MDPI, vol. 13(12), pages 1-21, June.
    8. Inmaculada Gómez-Hurtado & José María Cuenca-López & Beatrice Borghi, 2020. "Good Educational Practices for the Development of Inclusive Heritage Education at School through the Museum: A Multi-Case Study in Bologna," Sustainability, MDPI, vol. 12(20), pages 1-22, October.
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