The training of university history teachers: advances and difficulties in the process

Abstract

The permanence of transmissive didactic models in the teaching staff seems to continue to be present in university classrooms. However, the need for teacher training at university level has been evident in the numerous studies carried out. The European Commission of 2014 pointed to the need for educational innovation as part of the improvement of higher education. The aim of this work is to identify the main problems of university history teachers in order to improve their teaching practice. To this end, we have selected 2 teachers who participated in the Teacher Training Programme of the University of Seville (FIDOP) during the period 2013-2017. The training of teachers was followed by means of portfolios. This work adopts a qualitative approach following a case study design. To this end, an analysis of the contents of the portfolios is carried out in order to try to understand the main problems encountered by teachers. The result of this study reveals how there is a progression in the professional development of teachers, although they allude to obstacles in content, methodology and evaluation. In any case, the results are satisfactory and are associated with positive emotions in relation to their own practice. This work highlights the need to improve teacher training programmes, according to the particularities of teaching in the area, and to establish continuous training for university teachers. All this for the improvement of higher education.