An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis
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Historical thinkingActive learning methodsStudents’ perceptionsHistory TeachingSecondary education
Rodríguez-Medina, J., Gómez-Carrasco, C. J., Miralles-Martínez, P., & Aznar-Díaz, I. (2020). An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis. Sustainability, 12(8), 3124. [doi:10.3390/su12083124]
SponsorshipThis article has been possible thanks to the research project “Methodological concepts and active learning methods for the improvement of teaching competencies” (PGC2018-094491-B-C33), funded by Ministry of Science, University and Innovation, co-funded by FEDER, and project “Teacher competencies and active learning methods. An evaluative research with trainee teachers of social sciences” (20638/JLI/18), funded by Seneca Foundation. Agency of Science and Technology from Region of Murcia.
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.