This work analyses the impact of disciplinary training on future Primary and Secondary School teachers’ decision to adopt a critical approach for teaching history. To do this, we will use a two-phase mixed methodological approach (quantitative and qualitative) to analyse the relationship between their previous training and the use of epistemological and psycho-pedagogical objectives and paradigms as outlined in a critical curriculum model. As regards data collection in the first phase, a closed questionnaire was created and validated, using a Likert-style (1–5) evaluation scale. The data was codified using the statistical package SPSS v.26.0 for subsequent analysis. The selected sample included 215 students from a Spanish university on the following courses: Degree in Primary Education (n = 145) and Master’s Degree in Secondary School Teaching specialised in history and geography (n = 70). They were all in the last stage of their initial training. In the second phase, we selected some of the students to participate in discussion groups, where they were able to go into more depth with their answers. In this way, we could better understand the link between their disciplinary training and the adoption of a determined model of history education. To do this, we separated them into three groups with different profiles: students taking the Degree in Primary Education unrelated with History (n = 8), students taking the Degree in Primary Education specialised in arts and humanities (n = 8) and students taking the Master’s Degree in Secondary School Teaching specialised in history and geography (n = 8). The data was gathered using an open coding procedure, based on several categories, which allowed us to compare the different questionnaires. The results reveal significant differences between the different groups. As such, we can conclude as to the importance of mastering epistemological disciplinary knowledge to break with certain traditions which impede innovation and make the adoption of a critical educational model more difficult.

这项工作分析了纪律训练对未来中小学教师决定采用批判性方法进行历史教学的决定的影响。为此，我们将使用两阶段混合方法（定量和定性）来分析他们先前的培训与使用关键课程模型中概述的认识论和心理教育目标与范式之间的关系。关于第一阶段的数据收集，使用李克特式（1-5）评估量表创建并验证了一份封闭的调查表。使用统计软件包SPSS v.26.0对数据进行编码，以进行后续分析。选定的样本包括来自西班牙大学的215名学生，他们在以下课程中学习：初等教育学位（n = 145）和历史和地理专业的中学教学硕士学位（n  = 70）。他们都处于初始训练的最后阶段。在第二阶段，我们选择了一些学生参加讨论组，使他们能够更深入地了解他们的答案。这样，我们可以更好地了解他们的学科训练与采用确定的历史教育模型之间的联系。为此，我们将他们分为三类，各有不同的特征：修读与历史无关的初等教育学位的学生（n  = 8），修读艺术与人文学科的初等教育学位的学生（n = 8），以及攻读历史和地理专业的中学教学硕士学位的学生（n  = 8）。使用基于几种类别的开放式编码程序收集数据，这使我们可以比较不同的调查表。结果揭示了不同组之间的显着差异。这样，我们可以得出结论，掌握认识论学科知识对于打破某些阻碍创新并使得采用批判性教育模式变得更加困难的传统的重要性。