Social representations of future history teachers about time and historical consciousness.
This paper presents part of the results obtained from the research developed in the doctoral thesis: Teaching to teach historical time: What do future secondary school teachers know and what do they learn? In which the social representations constructed by the students of the Master's Degree in...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2021
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3223 |
| Aporte de: |
| Sumario: | This paper presents part of the results obtained from the research developed in the doctoral thesis: Teaching to teach historical time: What do future secondary school teachers know and what do they learn? In which the social representations constructed by the students of the Master's Degree in Teacher Training, specializing in Geography and History, on the concept of historical time and historical consciousness are analyzed. In order to carry out the study, the procedures of the "Grounded Theory" have been followed, where concepts, hypotheses and propositions have been discovered as a direct result of the data collected. The information analyzed was obtained through the transcription of questionnaires and interviews. The results show a certain imprecision as regards the definition and nature of the concept of historical time and the indeterminacy in specifying the elements that compose it. |
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