Information and communication technologies (ICTs) now form part of virtually all aspects of our daily lives, including education. However, teacher training in digital competence has been pushed into the background, especially in social sciences and in history instruction, in which digitalization and the use of ICTs is an opportunity for improvement and educational innovation. Consequently, proposals integrating the various types of knowledge into the training of history teachers are still rare and scarce. To solve this problem, this study presents a mixed quantitative and qualitative analysis using a pre- and posttest questionnaire with a sample of 235 students of the primary education degree at the Public University of Navarre who took part in an innovative didactic proposal that was implemented using the technological pedagogical content knowledge (TPACK) model based on digitized primary sources in three resources: PARES (Spanish Archive Portal), EUROPEANA, and BNE (National Library of Spain). The primary aim of this study was for preservice teachers to develop digital competence in teaching social sciences by integrating the technological, pedagogical and content knowledge types using the TPACK model. There were three specific objectives. The first was analyzing the digital knowledge of students following a primary education degree concerning the use of ICTs in history instruction. The second was implementing a didactic proposal in the teaching social sciences course based on the TPACK model by integrating ICTs and history instruction using Spanish and European digitized primary historical sources. Finally, the third was evaluating the impact of this didactic proposal on developing the knowledge types linked to the TPACK model, especially content knowledge (CK) and its technological content knowledge (TCK) and pedagogical content knowledge (PCK) combinations.

Education is an essential vehicle for valuing cultural legacy, and musical heritage is a part of that cultural legacy that we must protect as it is one of the main areas of intangible cultural heritage, a reflection of cultural diversity, and a conveyor of meaning, and social, cultural, and economic values contributing to sustainable development. The purpose of this study, therefore, is to evaluate the perception students studying for the Degree in Primary Education at the University of Zaragoza and the Autonomous University of Madrid have of the value, significance, and importance of the sustainability of musical cultural heritage. This non-experimental and descriptive research is based on the statistical descriptive method, with a sample of n = 202 preservice teachers. A questionnaire consisting of fifteen items was designed and validated as a data collection instrument. The data analysis shows differences in the analyzed categories and points to the need to take action to solve them. It also reveals the importance students attach to musical cultural heritage, to including it in the curricula of the various educational stages, and to the need to protect it as an essential requirement for sustainable development.

Heritage can be perceived as an easy way to create a link between childhood and cultural reality from a global, inclusive and respectful perspective. Perhaps as a consequence of these new approach to heritage, the new legislation in Spain put the so called “culture of childhood” in the first place. The general objective of this study is to analyze the perception and knowledge about heritage of the trainee teachers of early childhood education from a theoretical level and as a practical approach in a classroom. In order to do so, it develops a descriptive research with a mixed approach through a questionnaire which is analyzed by using IBM-SPSS Statistics 25 version. It has a non-probability sample of convenience which is formed by trainee teachers (n=120) of different universities in Spain. The results of this study show that a vast majority of the sample know about heritage, its importance, its relevance to understand society and within its own career, but they almost always link heritage to monuments. As a consequence, many elements of the new heritage education are not yet a part of the degree at the university and therefore, as future teacher they do not use heritage as a tool for teaching since early childhood education.

The pluriethnic reality in Hispanic-American cities in the seventeenth century is a perfect field in which to study the social dynamics developed by city-dwelling Indians. Indigenous people soon developed a wide variety of strategies in order to survive in Quito. The socio-ethnic categories that developed during colonial times have been shown to be much more flexible than those witnessed by the administrative powers. This study analyzes these categories as social identifications related to elements such as ‘habito’ which could be changed and modified. These elements allowed this modification to become a mechanism and a strategy for survival used by indigenous peoples. It became an important element that influenced the city Indians and the construction of the urban society of Quito in the seventeenth century.

El amplio número de naturales que habitaban la ciudad de Quito para mediados del siglo XVII plantea numerosas cuestiones. A fin de cuentas, al tratarse de una urbe de origen colonial esta población de indígenas migrantes había acudido a la capital de la Audiencia por varios motivos. El objetivo de este estudio es, por un lado, mostrar la extensión de la tributación indígena y del servicio de la mita en la ciudad de Quito, cuya evasión ha sido punto central en numerosos análisis de movilidad indígena. Y por otro, presentar la conjunción de diversos factores que hicieron del núcleo urbano quiteño un foco de atracción poblacional indígena masivo desde mediados del siglo XVI hasta finales del siglo XVII.

La adquisición del pensamiento histórico, así como el desarrollo de las competencias históricas son objetivos fundamentales de la educación de esta disciplina. Y, sin embargo, su desarrollo y consecución en el aula de Formación Profesional Básica (FPB) conlleva enormes complejidades. Este artículo presenta un análisis de caso en el que se emplea una metodología de corte cualitativo, basada en la investigación-acción a partir de una propuesta didáctica en el módulo de Comunicación y Sociedad de la FPB analizada mediante dos tipologías instrumentales, una plantilla de observación y diez entrevistas. En la línea con otros análisis de las competencias históricas y vinculándolos con estudios propios de la FPB este análisis defiende la empatía histórica, indirectamente relacionada con la empatía cultural, la vinculación de la historia a los contextos de los estudiantes y la interdisciplinaridad como los medios para el desarrollo del pensamiento histórico y las competencias históricas en el alumnado de FPB.