Heritage in the classrooms. a prospective study with students ofthe degree in primary education

Recent research shows a very positive assessment of heritage in the opinions of teachers in training and active teachers, who consider heritage as a key element for teaching and learning Social Sciences. However, at the present, the presence of the heritage in classrooms remains low. In this study we investigate the use that future teachers plan to make of it, and the resources and strategies that they consider most appropriate to work on it in the classrooms. From a non-experimental quantitative approach, we have applied a survey to the participating students (n = 327), whose data have been analysed with the SPSS v.25.0 program. The results revea] the importance they attach to the use of intangible heritage and ICT resources and show remarkable differences in terms of variables such as gender or previous training received. These differences raise debate regarding the attitude of men and women towards the integration of certain resources in teaching practices and how the previous training that they have received can determine the attitudes of the students. The main conclusion is the need to reinforce the initial and continuing training that teachers receive on the use of heritage in educational contexts.