This contribution reflects empirical data arising from a study based on the testimony of 1523 students referring to the time when they studied history in secondary school. It forms part of an on-going inter-disciplinary research project. By means of open activities, information was compiled on the History classes received by students studying Bachillerato (two-year pre-university course) in Spanish secondary schools. The data, therefore, reflect students’ views of the subject and the way in which it was imparted. The article will analyse the sequence of actions followed by teachers in the classroom (initial phase, development or application phase, and final phase). For each stage we shall analyse the information received and study the aspects into which the teacher, seemed to put most effort. The results show that the most frequently used teaching model in the classroom was the traditional rote learning approach, with little student participation.
Martínez-Valcárcel, N., Miralles-Martínez, P., & Alfageme-González, M. B. (2008). A Reflection on the Class Teaching Sequence with Particular Reference to History Classes in Spain. Australian Journal of Teacher Education, 33(6). https://doi.org/10.14221/ajte.2008v33n6.5