Building History corner: analysis of an experience with preservice teachers of Early Childhood Education.

Abstract

In this article we present the analysis of experience conducted with students of the third year in the Bachelor of Preschool Education at the Seville University, in the framework of the subjetc “Knowledge of the Social environment”. This experience it outlines the preservice teacher the challenge of designing and realizing a corner of work whose central thematic turn around history, with a triple objective: offer students the possibility to become aware of their own learning by linking theory and practice, cause a change in the notion that future teachers have on history teaching in early childhood education and contribute to the determination of a personal teaching model based on the school research. Both the teacher and the students daily and reports produced by these last, become the main instruments for analysis. The results indicate that the experience has enabled a change in conceptions of the students about the educational value of history, in the same way that favoured the development of skills and abilities for the design of proposals which incorporate some of the considered most appropriate strategies for the teaching of the history the smaller. However, results have shown that preservice teachers are still attached to the traditional teaching model and have a poor mastery of content, making it necessary to delve into the epistemology of the discipline and continue working in alternative education models.