Pre-Service Teachers’ Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium)
Abstract
:1. Introduction
1.1. Developments Concerning Heritage Education in Flanders
1.2. Problem Statement
1.3. Theoretical Background
1.4. Research Questions and Aim
2. Materials and Methods
2.1. Design
2.2. Setting and Participants
2.3. Data Collection
2.4. Data Analysis
3. Results
3.1. What Conceptions Do Pre-Service Teachers Have of Heritage? (RQ1)
3.2. What Opinions Do Pre-Service Teachers Have on the Use of Heritage as an Educational Resource? (RQ2)
3.3. How Do Pre-Service Teachers Evaluate Educational Materials from the Museum and Heritage Sector? (RQ3)
4. Discussion
5. Conclusions
Funding
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Jagielska-Burduk, A.; Stec, P. Council of Europe Cultural heritage and education policy: Preserving identity and searching for a common core? Rev. Electrón. Interuniv. Form. Profr. 2019, 22, 1–12. [Google Scholar] [CrossRef]
- Committee of Ministers. Recommendation no. R(98) 5, of the Committee of Ministers to Member States 612 Concerning Heritage Education, Adopted by the Committee of Ministers on 17 March 1998 at the 623rd 613 Meeting of the Ministers’ Deputies. Available online: http://rm.coe.int/16804f1ca1 (accessed on 16 July 2023).
- UNESCO. Text of the Convention for the Safeguarding of the Intangible Cultural Heritage, 2003. Available online: https://ich.unesco.org/en/convention (accessed on 10 July 2023).
- Council of Europe. Framework Convention on the Value of Cultural Heritage for Society (27.X.2005), 199. Council of Europe Treaty Series, 2005. Available online: http://conventions.coe.int/Treaty/EN/Treaties/Html/199.htm (accessed on 10 July 2023).
- Grever, M.; van Boxtel, C.; Klein, S. Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the Netherlands. In New Directions in Assessing Historical Thinking; Ercikan, K., Seixas, P., Eds.; Routledge: London, UK, 2015. [Google Scholar]
- Van Boxtel, C.; Klein, S.; Snoep, E. (Eds.) Heritage Education: Challenges in Dealing with the Past; Erfgoed Nederland: Amsterdam, The Netherlands, 2011; Available online: https://thenhier.ca/sites/default/files/Grever-Heritage-education-Challenges-in-dealing-with-the-past-2011.pdf (accessed on 14 July 2023).
- Klein, S. Heritage and the history classroom: The views of history teachers and heritage educators in the Netherlands. In Heritage Education: Challenges in Dealing with the Past; van Boxtel, C., Klein, S., Snoep, E., Eds.; Erfgoed Nederland: Amsterdam, The Netherlands, 2011; pp. 14–18. [Google Scholar]
- Van Boxtel, C.; Grever, M.; Klein, S. Introduction: The Appeal of Heritage in Education. In Sensitive Pasts: Questioning Heritage in Education; van Boxtel, C., Grever, M., Klein, S., Eds.; Berghahn Books: New York, NY, USA; London, UK, 2016; pp. 1–18. [Google Scholar]
- Grever, M.; van Boxtel, C. Verlangen Naar Tastbaar Verleden: Erfgoed, Onderwijs en Historisch Besef; Verloren: Hilversum, The Netherlands, 2014. [Google Scholar]
- Flemish Administration. Cultureel Erfgoed. Available online: https://www.vlaanderen.be/cultureel-erfgoed (accessed on 11 December 2023).
- Flemish Administration. Members and Responsibilities of the Government of Flanders 2019–2024. Available online: https://www.vlaanderen.be/en/members-and-responsibilities-of-the-government-of-flanders-2019-2024 (accessed on 11 December 2023).
- Van Doorsselaere, J. Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools. Sustainability 2021, 13, 1857. [Google Scholar] [CrossRef]
- Van Doorsselaere, J. Safeguarding Intangible Cultural Heritage through Formal Education in Flanders: A Critical Analysis of the Implementation of the 2003 UNESCO Convention. Int. J. Intang. Herit. 2021, 16, 32–44. [Google Scholar]
- De Troyer, V. Heritage in the Classroom: A Practical Manual for Teachers; Hereduc: Brussels, Belgium, 2005. [Google Scholar]
- Gielen, P.; Laermans, R. Cultureel Goed: Over Het (Nieuwe) Erfgoedregiem; LannooCampus: Tielt, Belgium, 2005. [Google Scholar]
- Van der Auwera, S.; Schramme, A.; Jeurissen, R. Erfgoededucatie in het Vlaamse Onderwijs: Erfgoed en Onderwijs in Dialoog; Vlaamse Overheid: Brussel, Belgium, 2007.
- Bamford, A. Kwaliteit en Consistentie. Kunst-en Cultuureducatie in Vlaanderen; Vlaams Ministerie van Onderwijs en Vorming, CANON Cultuurcel: Brussel, Belgium, 2007.
- Beunen, S.; Lievens, J.; Siongers, J. Cultuur Leren Smaken: Een Onderzoek bij Vlaamse Jongeren naar Cultuurparticipatie en Cultuureducatie, Gent: Universiteit Gent. 2016. Available online: https://biblio.ugent.be/publication/8174446 (accessed on 12 July 2023).
- FARO, Flemish Interface for Cultural Heritage. Deel uw Educatieve Materialen via Erfgoedwijs.be. Available online: https://faro.be/erfgoeddag/erfgoedwijs (accessed on 11 December 2023).
- Schoefs, H.; Van Genechten, H. Van Denken Naar Doen: Verslag van Het Denktraject Erfgoededucatie; FARO, Vlaams Steunpunt Voor Cultureel Erfgoed Vzw: Brussel, Belgium, 2008; Available online: https://faro.be/sites/default/files/pdf/pagina/van_denken_naar_doen_oktober2008.pdf (accessed on 14 July 2023).
- Dierickx, B. Belgium: The Flemish Institute for Archiving (VIAA) brings Audiovisual Heritage into the Classroom. Uncommon Cult. 2015, 6, 102–109. [Google Scholar]
- Mestdagh, B.; Vermeire, C. Flemish Non-Fiction Film Heritage Mapped Out: A Collaboration on Registering, Depositing and Digitising the Fragmented Flemish Non-Fiction Film Heritage. J. Film Preserv. 2023, 108, 134–142. [Google Scholar]
- Meeus, W.; Janssenswillen, P.; Jacobs, M.; Wolfaert, I.; Suls, L. Antwerp’s museums response to super diversity. A study of multiperspective cultural education for secondary school students: Learning revisited. Int. J. Herit. Stud. 2021, 27, 884–903. [Google Scholar] [CrossRef]
- Steenhuyzen, S.; Van Genechten, H. De Educatieve Werking in Cultureel Erfgoed. Reflecties Naar Aanleiding van de Veldtekening Cultuureducatie; FARO, Vlaams Steunpunt Voor Cultureel Erfgoed Vzw: Brussel, Belgium, 2021; Available online: https://faro.be/sites/default/files/bijlagen/e-documenten/Rapport_erfgoededucatie.pdf (accessed on 10 July 2023).
- Janssenswillen, P.; Meeus, W.; Vinckx, E.; Leenen, S. Erfgoed toegankelijk maken voor een divers publiek: Multiperspectiviteit in het erfgoedonderwijs. Volkskunde 2020, 120, 5–24. [Google Scholar]
- Jacobs, M.; Verreyke, H.; Zhang, J. Erfgoed in de jaren 2020: Adjectieven, controverses en strijdwaarde. Volkskunde 2022, 123, 249–276. [Google Scholar]
- Fontal, O.; Ibañez-Etxeberria, A.A. Research on Heritage Education. Evolution and Current State Through Anlysis of High Impact Indicators. Rev. Educ. 2017, 375, 184–214. [Google Scholar]
- López-Fernández, J.A.; Medina, S.; López, M.J.; García-Morís, R. Perceptions of Heritage among Students of Early Childhood and Primary Education. Sustainability 2021, 13, 10636. [Google Scholar] [CrossRef]
- Cuenca-López, J.M.; Estepa-Giménez, J.; Martín-Cáceres, M.J. Heritage, education, identity and citizenship. Teachers and textbooks in compulsory education. Rev. Educ. 2017, 375, 136–159. [Google Scholar]
- Cuenca-López, J.M.; Martín-Cáceres, M.J.; Estepa-Giménez, J. Teacher Training in Heritage Education: Good Practices for Citizenship Education. Humanit. Soc. Sci. Commun. 2021, 8, 62. [Google Scholar] [CrossRef]
- Estepa Giménez, J.; Ruiz, R.M.Á.; Listán, M.F. Primary and Secondary Teachers’ Conceptions about Heritage and Heritage Education: A Comparative Analysis. Teach. Teach. Educ. 2008, 24, 2095–2107. [Google Scholar] [CrossRef]
- Riveiro-Rodríguez, T.; Domínguez-Almansa, A.; López Facal, R.; Izquierdo Rus, T. Place-Based Education and Heritage Education in in-service teacher training: Research on teaching practices in secondary schools in Galicia (NW Spain). Humanit. Soc. Sci. Commun. 2021, 8, 20. [Google Scholar] [CrossRef]
- Jiménez-Perez, R.; Cuenca-López, J.M.; Ferreras-Listan, D.M. Heritage education: Exploring the conceptions of teachers and administrators from the perspective of experimental and social science teaching. Teach. Teach. Educ. 2010, 26, 1319–1331. [Google Scholar] [CrossRef]
- Guerrero-Romera, C.; Sánchez-Ibáñez, R.; Escribano-Miralles, A.; Vivas-Moreno, V. Active teachers’ perceptions on the most suitable resources for teaching history. Humanit. Soc. Sci. Commun. 2021, 8, 61. [Google Scholar] [CrossRef]
- Cuenca-López, J.M.; López-Cruz, I. Teaching heritage in Social Science, Geography and History textbooks in Compulsory Secondary Education. Cult. Educ. 2014, 26, 1–43. [Google Scholar] [CrossRef]
- Delgado-Algarra, E.J.; Cuenca-Lopez, J.M. Handbook of Research on Citizenship and Heritage Education; IGI Global: Hershey, PA, USA, 2020. [Google Scholar]
- Castro-Fernández, B.; Jiménez-Esquinas, G.; López-Facal, R. Teacher Training Via Debate on the Way of St. James as Controversial Heritage. Front. Educ. 2022, 6, 823122. [Google Scholar] [CrossRef]
- Domínguez Almansa, A.; López Facal, R. Conflictive heritages, civic competence and professional training in primary education. Rev. Educ. 2017, 375, 86–109. [Google Scholar]
- Domínguez-Almansa, A.; Riveiro-Rodríguez, T.; Monteagudo-Fernández, J.; López Facal, R. Conflictive Memory and Heritage Education in the Initial Training of Primary Teachers. In Handbook of Research on Citizenship and Heritage Education; Delgado-Algarra, E.J., Cuenca-López, J.M., Eds.; IGI Global: Hershey, PA, USA, 2020; pp. 472–500. [Google Scholar]
- Yesilbursa, C.C.; Barton, K.C. Preservice Teachers’ Attitudes Toward the Inclusion of “Heritage Education” in Elementary Social Studies. J. Soc. Stud. Educ. Res. 2011, 2, 1–21. [Google Scholar]
- Ferreras-Listán, M.; Pineda-Alfonso, J.A.; Hunt-Gómez, C.I. Heritage Education as a tool for creating critical citizens: Analysis of conceptions of teachers in training. In Handbook of Research on Citizenship and Heritage Education; Delgado-Algarra, E.J., Cuenca-López, J.M., Eds.; IGI Global: Hershey, PA, USA, 2020; pp. 199–218. [Google Scholar]
- Felices-De la Fuente, M.d.M.; Chaparro-Sainz, Á.; Rodríguez-Pérez, R.A. Perceptions on the Use of Heritage to Teach History in Secondary Education Teachers in Training. Humanit. Soc. Sci. Commun. 2020, 617, 123. [Google Scholar] [CrossRef]
- Chaparro-Sainz, Á.; Felices-De la Fuente, M.M.; Rodríguez-Medina, J.; Gómez-Carrasco, C.J. Heritage Resources and Teaching Approaches. A Study with Trainee Secondary Education History Teachers. Front. Educ. 2022, 7, 814197. [Google Scholar] [CrossRef]
- Gómez-Carrasco, C.J.; Miralles-Martinez, P.; Fontal, O.; Ibañez-Etxeberria, A. Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England). Sustainability 2020, 12, 933. [Google Scholar] [CrossRef]
- Marin, S.; Fontal, O. Percepciones de estudiantes de Educación Secundaria Obligatoria en torno al Patrimonio. Arte Individuo Soc. 2020, 34, 917–933. [Google Scholar]
- Molina, S. Concepciones y uso del patrimonio por parte del profesorado de geografía e Historia: Una investigación en curso. Andamio Rev. Didáctica Hist. 2015, 1, 67–80. [Google Scholar]
- Moreno-Vera, J.R.; Ponsoda-López de Atalaya, S.; López-Fernández, J.A.; Blanes-Mora, R. Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers. Sustainability 2020, 12, 8921. [Google Scholar] [CrossRef]
- Ritchie, J.; Lewis, J.; Nicholls, C.M.; Ormston, R. (Eds.) Qualitative Research Practice: A Guide for Social Science Students and Researchers; Sage: Thousand Oaks, CA, USA, 2014. [Google Scholar]
- Hamilton, L.; Corbett-Whittier, C. Using Case Study in Education Research; Sage: Los Angeles, CA, USA, 2013. [Google Scholar]
- Yin, R.K. Case Study Research and Applications: Design and Methods, 6th ed.; Sage: Thousand Oaks, CA, USA, 2018. [Google Scholar]
- Etikan, I.; Musa, S.A.; Alkassim, R.S. Comparison of Convenience Sampling and Purposive Sampling. Am. J. Theor. Appl. Stat. 2016, 5, 1–4. [Google Scholar] [CrossRef]
- Mortara Almeida, A.; Pires Martins, M.H. Evaluation of Educational Material Designed to be Used by High School Art Teachers. J. Mus. Educ. 2009, 34, 97–109. [Google Scholar] [CrossRef]
- Cohen, L.; Manion, L.; Morrison, K. Research Methods in Education, 7th ed.; Routledge: London, UK, 2011. [Google Scholar]
- Charters, E. The Use of Think-aloud Methods in Qualitative Research An Introduction to Think-aloud Methods. Brock Educ. J. 2003, 12, 68–82. [Google Scholar] [CrossRef]
- Terry, G.; Hayfield, N. Reflexive thematic analysis. In Handbook of Qualitative Research in Education, 2nd ed.; Ward, M., Delamont, S., Eds.; Edward Elgar Publishing: Cheltenham, UK, 2020; pp. 430–441. [Google Scholar]
- Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [Google Scholar] [CrossRef]
- Braun, V.; Clarke, V. One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qual. Res. Psychol. 2020, 18, 328–352. [Google Scholar] [CrossRef]
- Santisteban-Fernández, A.; González-Monfort, N.; Pagès-Blanch, J. Critical citizenship education and heritage education. In Handbook of Research on Citizenship and Heritage Education; Delgado-Algarra, E.J., Cuenca-López, J.M., Eds.; IGI Global: Hershey, PA, USA, 2020; pp. 26–42. [Google Scholar]
- Lucas-Palacios, L.; Trabajo-Rite, M.; Delgado-Algarra, E.J. Heritage education in initial teacher training from a feminist and animal ethics perspective: A study on critical-empathic thinking for social change. Teach. Teach. Educ. 2023, 129, 104153. [Google Scholar] [CrossRef]
- Alves, L.A.; Pinto, H. History education through heritage: Challenging teacher training. Rev. Electron. Interuniv. Form. Profr. 2019, 22, 71–81. [Google Scholar]
- Pinto, H.; Ibañez-Etxeberria, A. Constructing historical thinking and inclusive identities: Analysis of heritage education activities. Hist. Educ. Res. J. 2018, 15, 342–354. [Google Scholar] [CrossRef]
Teaching Subjects | Dutch | English | Health Education | Non-Confessional Ethics | Physics | Project Art Subjects | Recreational Activity | Total |
---|---|---|---|---|---|---|---|---|
History | 3 | 5 | 1 | 1 | 1 | 2 | 13 | |
Physical Education | 3 | 3 | ||||||
Project General Subjects | 1 | 1 | ||||||
Total | 3 | 5 | 1 | 1 | 1 | 3 | 3 | 17 |
Question(s) | Asked for | Question Type(s) |
---|---|---|
1 | which teaching subjects they had chosen | open |
2–3 | their epistemic considerations regarding history (not relevant to the current study) | open |
4–5 | their opinions on the school subject of history (not relevant to the current study) | 5-point Likert scale (agree, rather not agree, no opinion, rather disagree, disagree) |
6 | their conceptualization of heritage | open |
7 | their opinions on the educational potential of heritage | open |
8 | their familiarity with the museum and heritage sector in Flanders | 5-point Likert scale (none, insufficient, sufficient, good, excellent) with the option to comment |
9 | their desires regarding educational packages | multiple-choice |
10 | which partners, if any, they would include to design lessons or projects with or about heritage | open |
Package | Topic |
---|---|
1 | Censorship and free speech from the Middle Ages to the 20th century |
2 | Traces of Belgian-Congolese colonialism in the province of Limburg |
3 | The Belgian province of Limburg from the Middle Ages to the present |
4 | Archaeological remains of World War II in the Belgian province of Limburg |
5 | What is heritage and how can it be employed in the classroom? |
6 | Traces of refugees in the archives |
Category | N° | % | Examples |
---|---|---|---|
Past | 19 | 34.6 | “inherited”, “from earlier”, “historical background” |
Present | 2 | 3.6 | “today”, “remaining” |
Space | 3 | 5.5 | “for an area”, “land or region” |
Identity | 8 | 14.5 | “from our ancestors”, “meaning”, “family”, “we, as Belgians” |
Type | 23 | 41.8 | “monuments”, “buildings”, “statuettes”, “objects”, “traditions” |
Total | 55 | 100.0 |
Category | Subcategory | Examples |
---|---|---|
Subjects | Single subject | “When you tell about the middle ages, you can use heritage as sources” Q |
Cross-curricular | “I think it would be nice to interact with the geography teacher” FG1 | |
Uses | Transmitting knowledge | “The students can name beguinages in Flanders and link characteristics to them” Q |
Acquiring skills | “Anything else positive?—Working well with sources” FG3 | |
Methods | Interest | “Close to the living environment. Just write down living environment, as positive” FG3 |
Assignments | “I think that is interesting for students, otherwise they will have to constantly read text and watch videos” FG1 | |
Social interaction | “I think those children have to do a lot on their own” FG2 |
Category | Subcategory | Examples |
---|---|---|
Teachers’ perspective | Connection with school subjects | “It can be linked with content they have to learn anyway” FG1 |
Cross-curricular opportunities | “Positive, then you are working across subjects” FG2 | |
Policy indications | “It’s a pity there are no attainment targets added explicitly” FG3 | |
Feasibility | “You can’t get this done” FG3 | |
Professional autonomy | “But maybe if you could put your own spin to it, it could be fun” FG1 | |
Overall structure | “I think this package has a nice coherence” FG2 | |
Students’ perspective | Differentiation | “There are many options to differentiate” FG2 |
Interactive methods | “However, I clearly miss assignments” FG3 |
Focus Group 1 | Focus Group 2 | Focus Group 3 |
---|---|---|
Feasible for classroom use | Glossary of terms | Conformity with the attainment targets |
Correct attainment targets and motivation why they are relevant | Interactive methods | Clear structure |
Differentiation | Coherence | Well-structured glossary of terms |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Van Doorsselaere, J. Pre-Service Teachers’ Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium). Heritage 2024, 7, 948-964. https://doi.org/10.3390/heritage7020045
Van Doorsselaere J. Pre-Service Teachers’ Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium). Heritage. 2024; 7(2):948-964. https://doi.org/10.3390/heritage7020045
Chicago/Turabian StyleVan Doorsselaere, Joris. 2024. "Pre-Service Teachers’ Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium)" Heritage 7, no. 2: 948-964. https://doi.org/10.3390/heritage7020045
APA StyleVan Doorsselaere, J. (2024). Pre-Service Teachers’ Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium). Heritage, 7(2), 948-964. https://doi.org/10.3390/heritage7020045