Lifelong learning needs for teaching historical thinking skills in secondary education

The aim of this paper is to identify the training needs of in-service secondary school teachers in relation to the use of methodologies, resources and other key competences for teaching, as well as to assess some general questions about the training received. A descriptive correlational cross-sectional study with a quantitative approach was carried out. The instrument is an ad hoc questionnaire with a Likert-type response scale (1-5) which was administered to 68 active teachers. The results show that there is a need for training in active methodologies such as project- based learning or gamification and in didactic and digital resources. It is concluded that teachers need to improve their knowledge and skills through ongoing training that promotes the application in the classroom of a more constructivist and competency-based model of history teaching.