Education of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.

对公民进行理解，解决和解决当前的社会和环境问题的教育，需要一种新的专业形象，这种形象应对教职员工更具反思性，调查性和批判性，并改变主要的，更传统的教学方法。因此，我们认为至关重要的是，负责与遗产相关的所有教育学科的所有学科的未来教师都应该接受有关这些关键概念的适当培训，这些概念涉及遗产，情感，身份，公民身份以及相关的社会教育方法。环境问题。此处进行的研究分析了教师在中小学教育的初步培训中开展的不同学位课程（本科和硕士学位）。在他们的训练过程中，他们从确定社会科学的教学过程中的良好做法的角度出发，提出了不同的标准，这些标准被认为是开展基于遗产的公民教育的教学建议的关键。这项研究的方法是通过文献研究以定性方法为特征，在该研究中，教师在初始培训中产生的材料将按研究的分析类别进行检查：为什么要讲授遗产？关于遗产的教导是什么？怎么教的？情商与传统之间建立了什么关系？领土情报与遗产之间建立了什么关系？在这项研究中，人们强调了教育研究与创新过程之间的联系对于遗产教育领域中的公民教育方面的教师培训的重要性。还强调了遗产与公民教育的联系以及从事情感和领土情报工作的潜力。但是，有证据表明，有必要进一步实施领土情报方法，在这种方法中，公民应通过对遗产的共同管理来参与进来。