The objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.

本文的目的是分析教师对用于历史教学的各种资源的评估。该研究方法具有定量性质，使用具有李克特量表的问卷进行非实验性设计。非概率样本包括西班牙初等和中等教育的332名历史教师。进行的分析是描述性和推论性的。结果表明，接受调查的教师更重视资源的使用，这意味着学生将更多地参与历史教学，因此将采用更积极的方法。具体来说，最有价值的资源是遗产，艺术作品和博物馆，最不有价值的资源是视频游戏，教科书以及用于移动设备和平板电脑的历史内容的应用。