Historical Narratives of Trainee Teachers. Action Research Regarding the Visibility of the Legacy of Al-Andalus in the Local Museum
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| Title: | Historical Narratives of Trainee Teachers. Action Research Regarding the Visibility of the Legacy of Al-Andalus in the Local Museum |
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| Language: | English |
| Authors: | Elisa-Isabel Chaves-Guerrero, Laura Triviño-Cabrera, Virgilio Martínez-Enamorado |
| Source: | Journal of Social Studies Education Research. 2024 15(4):262-288. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, European History, Medieval History, Museums, Historical Interpretation, Teacher Attitudes, Non Western Civilization, Arabs |
| Geographic Terms: | Spain |
| ISSN: | 1309-9108 |
| Abstract: | Amidst the growing concerns of Islamophobia, this study seeks to shed light on the Andalusian legacy within initial teacher training. It aims to foster historical thinking by exploring the narratives embedded in cultural artefacts, while also creating alternative narratives to address the gaps in historical recognition. One significant aspect is establishing connections with the al-Andalus legacy, which often remains overlooked. In this context, we introduce an action-research study involving 49 students enrolled in Malaga University's Primary Education program, situated in Spain. The study's emphasis on the relationship between formal and informal education underscores essential fusion required to foster a citizen education that is characterized by critical thinking, creativity, empathy, and social responsibility. From the analysis of the narratives crafted by prospective teachers, a significant conclusion emerges: the imperative of regarding history as a foundational cornerstone for nurturing citizens with critical acumen. This approach serves to catalyse democratic engagement and facilitate societal evolution, underscoring its pivotal role in fostering participatory transformation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446230 |
| Database: | ERIC |
| Abstract: | Amidst the growing concerns of Islamophobia, this study seeks to shed light on the Andalusian legacy within initial teacher training. It aims to foster historical thinking by exploring the narratives embedded in cultural artefacts, while also creating alternative narratives to address the gaps in historical recognition. One significant aspect is establishing connections with the al-Andalus legacy, which often remains overlooked. In this context, we introduce an action-research study involving 49 students enrolled in Malaga University's Primary Education program, situated in Spain. The study's emphasis on the relationship between formal and informal education underscores essential fusion required to foster a citizen education that is characterized by critical thinking, creativity, empathy, and social responsibility. From the analysis of the narratives crafted by prospective teachers, a significant conclusion emerges: the imperative of regarding history as a foundational cornerstone for nurturing citizens with critical acumen. This approach serves to catalyse democratic engagement and facilitate societal evolution, underscoring its pivotal role in fostering participatory transformation. |
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| ISSN: | 1309-9108 |
