The representations of teachers in training on national, gender and sociopolitical identities at the Valencia History Museum

Abstract

The analysis of the social representations of teachers in training is a well-established field of research within specific didactics. These studies highlight the influence of disciplinary training on the formation of these representations, along with other influencing factors such as the educational system and non-formal socialization. Following this line of research, this article presents an analysis, based on a case study methodology, of these social representations held by teachers regarding the various identities represented in the Museum of History of Valencia (MhV). Data were collected through a questionnaire that explored their perceptions about the historical museum and identity discourses, and their problematizing abilities regarding the different historical eras on display. The findings reveal a lack of critical perspective on contemporary identities, particularly regarding recent history, which may be linked to their prior disciplinary training.