Primary and secondary school teachers' perceptions of their social science training needs

The study addresses the critical need for ongoing teacher training in social sciences, particularly in light of competency-based education reforms and societal evolution. Existing research emphasizes the importance of teachers' Technological Pedagogical Content Knowledge (TPACK), encompassing disciplinary, pedagogical, and technological knowledge and their intersections. While much research focuses on TPACK models and training programs, this study specifically aims to understand the training needs of Spanish social science teachers. The research question is: What are the disciplinary and educational training needs of history teachers in primary and secondary education in Spain? This question is explored through two objectives: 1) identifying disciplinary content deemed most relevant by teachers for history instruction and analyzing differences between primary and secondary teachers; and 2) analyzing teachers' perceptions of their disciplinary knowledge being up-to-date and their training needs. The introduction also acknowledges the importance of the European Framework for the Digital Competence of Educators (DigCompEdu).

The literature review highlights the significant ongoing discussion on teacher training, particularly in social sciences, due to continuous reforms and societal shifts. The TPACK model is discussed as a framework for integrating disciplinary, pedagogical, and technological knowledge, noting its widespread adoption and research. Existing studies on TPACK are reviewed, focusing on the model's theoretical development, training courses based on the model, and the importance of balancing disciplinary knowledge with pedagogical and technological skills. The European Framework for the Digital Competence of Educators is also referenced. The review also mentions numerous studies on in-service teacher training, emphasizing its growing importance in the context of competency-based education and advancements in historiography and social science teaching. Several specific Spanish and Latin American research studies are mentioned focusing on in-service teacher training in social sciences.

This study employed a non-experimental mixed-methods approach. Quantitative data were collected through a questionnaire with a 5-point Likert scale administered to 332 primary and secondary teachers across 10 Spanish Autonomous Communities. The questionnaire, based on existing instruments (Approaches to Teaching Inventory and Beliefs About History Questionnaire), assessed teachers' views on relevant historical topics, historical competencies, educational resources, assessment tools, and handling of sensitive historical content. Qualitative data were gathered through semi-structured interviews with 12 teachers (6 primary, 6 secondary) to delve deeper into their perspectives on knowledge updating, training needs, and training experiences. The quantitative data were analyzed using descriptive and inferential statistics (Mann-Whitney U test), while the qualitative data were analyzed using ATLAS.ti software, employing open coding and a pre-defined category system that was validated by external researchers. This included a detailed coding system to identify themes relating to updating, training needs, and teacher training.

Quantitative findings revealed that teachers considered the development of human rights, social demands, and struggles for equality, as well as the development of democracy and political participation, to be the most relevant disciplinary contents. In contrast, topics like main political characters and the history of distant countries were rated as least relevant. Inferential analysis showed significant differences (p<0.05) between primary and secondary teachers' evaluations of the relevance of several disciplinary contents. Primary teachers rated 'history of interesting characters' and 'main historical events' higher, while secondary teachers valued 'disappeared, mass graves, and political and social repressions' more highly. No significant differences were found in their evaluations of the importance of the history, culture, and heritage of distant countries and economic issues. The qualitative analysis revealed that while most secondary teachers felt their disciplinary knowledge was updated, primary school teachers showed more varied opinions, with some reporting insufficient updating. Updating methods included reading specialized journals, and utilizing digital platforms and social networks. Regarding training needs, primary teachers predominantly expressed needs for ICT resources, while secondary teachers focused on active learning methodologies and ICT resources. Both groups showed significant interest in training related to competencies, historical thinking, geographical thinking, and active learning methodologies. Teachers expressed satisfaction with training that was applicable to their classroom practice. Innovation projects were favored over traditional courses for future training formats.

The findings indicate a shift away from traditional social science teaching focused on political figures and events towards a more competency-based and learner-centered approach emphasizing active citizenship and democratic ideals. The influence of the curriculum, especially regarding key competencies in the Spanish educational system, may be a significant factor. Differences in training needs between primary and secondary teachers likely stem from differences in their initial teacher training, where primary education programs emphasize pedagogical aspects while secondary education programs focus more on disciplinary content. Teachers’ preference for practical, applicable training suggests a need for shifting in-service training away from theoretical knowledge towards hands-on experiences like workshops and innovation projects. The reliance on traditional methods of knowledge updating (scientific journals) alongside the increased adoption of digital platforms aligns with the broader trends in technology use in education and highlights the need for digital literacy training for teachers.

This study highlights the evolving perceptions and training needs of Spanish social science teachers. The shift towards competency-based, learner-centered approaches is evident, along with a need for practical training emphasizing active learning and the integration of ICT resources. Future research could focus on observing teachers' classroom practices and interviewing students to assess the impact of these training needs on teaching and learning outcomes. Further investigation into the specific digital literacy needs of primary and secondary social science teachers is also recommended.

The study's non-probabilistic sampling limits the generalizability of findings. The sample was primarily drawn from 10 of Spain's 17 Autonomous Communities, limiting the representativeness of the findings to the broader Spanish context. Further research is needed to extend this study to a broader range of teachers across Spain and to compare findings across diverse geographical and cultural contexts. The absence of a confirmatory factorial analysis to check the validity of the questionnaire construct also represents a limitation.