Museos y espacios expositivos, una realidad distante para el profesorado en formación de Educación Primaria

Introduction: Museums have been trying for decades to be the bastion and driving force of the cultural context in which they are located. However, the younger population does not feel sufficiently attracted or challenged by these spaces. The main hypothesis of this research is that this disconnection among young people can be extrapolated to the perceptions that trainee teachers have of museums. Method: This study is a descriptive, non-experiential research with a mixed qualitative and quantitative approach. An expert-validated questionnaire with a total of 73 questions was used. The sample consisted of n=215 students with an average age of around 18 years, all of them belonging to the Primary Education, Early Childhood Education and Double Degree of Primary Education and Early Childhood Education. Results: The results indicate that the pre-service teachers surveyed visit museums once or twice a year and perceive these institutions primarily as spaces related to culture and history, rather than learning, interconnection, or identity. Paradoxically, their limited use does not diminish their perceived value, and pre-service teachers view museums as important spaces in their future teaching careers, particularly for working with sources and participatory activities. Conclusions: This study confirms the need for heritage education in classrooms that spans all educational stages, with museums playing a significant role. Such an approach would provide meaningful experiences for students and resources for teachers, allowing these spaces to truly serve as useful environments for the development of historical skills and open participation.