In diverse countries have attempted to restrict the educative innovations of varying importance that were emerging in history teaching. The aim was to return to a more traditional model of education, despite the well-reasoned criticism that this traditional model had received. The reasons given for such a reversion vary from one country to another, but they share a common objective: to establish a more interventionist, closed and markedly encyclopaedic syllabus, which reduces both teachers' possibilities of innovation and also students' possibilities of reasoning as they learn. This article deals in certain detail with how this issue arose in Spain. The first section summarises the main characteristics of the controversy over history teaching, comparing the opinions expressed by various public authorities with the results from the existing empirical research. In the second place, the changes and constant features displayed both by teaching staff and text books in recent years are outlined. In the last section, the current difficulties in history education are presented, together with possible guidelines to overcome them in accordance with international research on didactics.
History Teaching; Historical Education; Changes and features; Text books