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Vol. 26. Issue 1.
Pages 45-52 (January - June 2021)
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Vol. 26. Issue 1.
Pages 45-52 (January - June 2021)
Original
Effects of a teacher training program on the motivation and satisfaction of history secondary students
Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria
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Cosme J. Gómez Carrascoa, Jairo Rodríguez-Medinab,
Corresponding author
jairo.rodriguez.medina@uva.es

Corresponding author.
, Pedro Miralles Martíneza, Víctor B. Arias Gonzálezc
a Universidad de Murcia
b Universidad de Valladolid
c Universidad de Salamanca
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Tables (7)
Table 1. Methodological and epistemological variables incorporated in the didactic units
Table 2. Differences in the pretest and postest scores in each scale
Table 3. Analysis of the longitudinal factorial invariance of the motivation variable
Table 4. Estimated likelihoods for the metric invariance and strong invariance models
Table 5. Analysis of the longitudinal factorial invariance for the variable satisfaction
Table 6. Estimated likelihoods for the metric invariance and strong invariance models
Table 7. Estimated parameters of the second order growth rate
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Abstract

History classes in Secondary Education form a teaching and learning space with practices that are nourished by two traditional epistemological and methodological models. To counter these models, a training program was carried out in the specialty of Geography and History of the Teacher Training Master’s aimed at changing their methodological and epistemological concepts and the design of innovative training units. The effects are evaluated through the implementation of these training units in curricular practices. This evaluation was with a pre-test and post-test formed by two scales (motivation and satisfaction). The analysis strategy was developed in two phases. In the first, the longitudinal factorial invariance is checked, progressively analyzing this invariance between the pre-test and post-test scales. In the second, a second-order growth model or factor curve is applied to assess the change in latent variables between the pre-test and the post-test. After the application of the program, a substantial increase in student motivation and satisfaction was observed. This increase was most visible in motivation, due to the low initial levels of the students.

Keywords:
History education
Didactic methodology
Teacher training
Motivation
Satisfaction
Resumen

Las clases de historia en Educación Secundaria forman un espacio de enseñanza y aprendizaje con unas prácticas que se nutren de dos modelos epistemológicos y metodológicos tradicionales. Frente a estos modelos, se realiza un programa formativo en la especialidad de Geografía e Historia del Máster de Formación del Profesorado destinado a cambiar sus concepciones metodológicas y epistemológicas y al diseño de unidades formativas de innovación. Se evalúan sus efectos a través de la implementación de estas unidades formativas en la fase de prácticas curriculares. Esta evaluación se realiza con un pretest y postest formado por dos escalas (motivación y satisfacción). La estrategia de análisis se desarrolla en dos fases. En la primera se comprueba la invarianza factorial longitudinal, analizando progresivamente dicha invarianza entre las escalas pretest y postest. En la segunda fase, se aplica un modelo de crecimiento de segundo orden o curva de factores para evaluar el cambio en las variables latentes entre el pretest y el postest. Tras la aplicación del programa, se observa un aumento sustancial en la motivación y satisfacción del alumnado. Este incremento es más visible en motivación, debido a los bajos niveles de los que parten los estudiantes.

Palabras clave:
Educación histórica
Metodología didáctica
Formación del profesorado
Motivación
Satisfacción

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