The Perceptions of Pre-Service Teachers Regarding the Teaching Methodology of Primary Education Social Science Teachers

Abstract

This chapter has been proposed with the aim of discovering and analysing how Social Sciences teachers represent and develop knowledge in their teaching practice through the perspective of pre-service teachers. To achieve this, the methodological model of primary education teachers will be analysed via observations carried out by students of an undergraduate degree in Primary Education during their period of teaching practice, paying particular attention to the development of the historical thinking skills and the use of ICT resources and of learning strategies, resources, and assessment. These observations by trainees reflect how pre-service teachers are more aware of the importance of encouraging a wider variety of learning and assessment strategies and activities for the achievement of historical thinking competences and more complex thinking skills.