This study investigates the influence of disciplinary training on prospective primary and secondary school teachers' adoption of a critical approach to history education. A mixed-methods approach (quantitative and qualitative) was used to analyze the relationship between prior training and the application of epistemological and psychopedagogical objectives within a critical curriculum model. A questionnaire and focus groups revealed significant differences between groups with varying levels of history education, highlighting the importance of strong epistemological knowledge in challenging traditional approaches and embracing innovation.

David Parra-Monserrat, Carlos Fuertes-Muñoz, Elvira Asensi-Silvestre, Juan Carlos Colomer-Rubio