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WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

Pilar Rivero et al · Fundação Carlos Chagas

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Author / responsible party
Pilar Rivero et al
Publisher
Fundação Carlos Chagas
ISSN
0100-1574
ISSN
0100-1574
Language
English

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Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

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APA 7

al, P. R. E. (s. f.). WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?. https://doi.org/10.1590/198053145428

MLA

al, Pilar Rivero et. "WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?.". https://doi.org/10.1590/198053145428.

Chicago

al, Pilar Rivero et. s. f. "WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?.". https://doi.org/10.1590/198053145428.

Harvard

al, P. R. E. s. f, WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?, Fundação Carlos Chagas, available at: https://doi.org/10.1590/198053145428 [Accessed 7 Aug. 2026].

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Title
WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?
Author / contributors
Pilar Rivero et al
Publisher
Fundação Carlos Chagas
ISSN
0100-1574
ISSN
0100-1574
Language
English

Subjects

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EARLY CHILDHOOD EDUCATION; HISTORY; TEACHING; TEACHER TRAINING
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