Enseñar a enseñar los patrimonios controversialesel Diálogo Cívico Gamificado en la formación inicial docente

Abstract

This PhD thesis focuses on the analysis and development of innovative educational strategies for teaching heritage from a critical and gamified perspective. The research addresses the need to improve the training of future teachers in dealing with controversial heritage, those heritage elements related to current socio-environmental issues, such as the Sustainable Development Goals (SDGs). It aims to promote education that fosters critical thinking and ecosocial education using active methodologies, such as role-playing and Civil Dialogue®, a tool designed to facilitate the discussion of controversial topics. The study is situated within the field of Social Sciences Didactics and argues that the combination of heritage with gamified methodologies can be an effective way to generate meaningful learning. The conceptual framework includes critical heritage literacy, which equips teachers with emotional and territorial competences to address complex social issues. The research employs a multi-method approach, combining quantitative and qualitative techniques, such as questionnaires, interviews, observations, and focus groups. Additionally, activities such as role-playing and Civil Dialogue® were implemented, generating data on their impact on teacher training. Research placements in both national and international contexts provided additional perspectives and helped validate the findings. The study is organised around eight publications, each addressing specific aspects of the teaching of controversial heritage and gamification in teacher training. One of these publications examines teachers' conceptions of using role-play as a pedagogical tool for teaching heritage, identifying difficulties in its implementation and the need for further training in this area. Another publication explores the relationship between heritage education and ecosocial citizenship, highlighting the value of controversial heritage as an educational resource to address complex issues such as climate change or social justice. The potential of Civil Dialogue® to facilitate the teaching of these topics from a critical perspective is also analysed. The research reveals a gap between the training needs of future teachers and the pedagogical tools available in their initial education. While they value gamified strategies, many lack the necessary training to implement them effectively. This finding highlights the importance of reforming teacher training programmes to include active methodologies more systematically. In conclusion, the thesis demonstrates that the teaching of controversial heritage through gamification is both feasible and effective in promoting critical reflection and meaningful learning. Strategies such as role-playing and Civil Dialogue® not only enable trainee teachers to explore different perspectives on controversial topics but also help them develop emotional and social skills that are crucial for teaching complex issues. Moreover, these methodologies strengthen training in ecosocial competences, which are increasingly important in today's educational context. Among the study's limitations is the difficulty in accessing larger samples of trainee teachers, particularly in international contexts, which limits the generalisability of some findings. Nevertheless, the results are consistent with previous studies in the field of heritage education and gamification, reinforcing the validity of the conclusions. The research suggests future lines of work, such as the implementation of these strategies in real educational contexts and the development of continuous professional development programmes for practising teachers. In summary, the thesis underscores the importance of equipping future teachers with innovative tools, such as Gamified Civil Dialogue, to teach controversial heritage, preparing them to face the educational challenges of the 21st century.