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In recent years, there has been a growing tendency to incorporate teaching proposals related to heritage education in both formal and non-formal contexts. However, heritage is approached from a limited perspective, often without considering a holistic perspective. In this sense, the present study aims to know the conceptions and perceptions of heritage and its teaching in 42 primary and secondary in-service teachers from the three educational systems of Andorra in order to identify, through a semi-structured interview, possible obstacles in their professional knowledge and practice. In general terms, the results show that Natural and Tangible Heritage are the ones most taught in the classrooms due to the previous teachers’ training and professional background. Likewise, regarding the most common methodologies used to learn heritage, teachers highlight visits in situ and the use of educational technologies. Moreover, in-service teachers perceive how heritage education plays a key role in different aspects of their development, such as identity, core values and interest in the subject, amongst others. In order to obtain a holistic approach regarding heritage education, this research is part of a greater-scope project that also considers other stakeholders in the education community that belong to formal and non-formal spheres. |
