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
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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 |
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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