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: Muñoz, Carmen Escribano, Blanch, Joan Pagès
Formato: Artículo revista
Lenguaje:Español
Publicado: APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2021
Materias:
Formación docente
Tiempo histórico
Conciencia histórica
Teoría fundamentada
Enseñanza
eachertraining
historical time
historical consciousness
grounded theory
high school
Acceso en línea:https://revele.uncoma.edu.ar/index.php/resenas/article/view/3223
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-3223
record_format ojs
spelling I22-R128-article-32232024-08-05T11:59:31Z Social representations of future history teachers about time and historical consciousness. Representaciones sociales de futuros docentes de Historia sobre el tiempo y la consciencia histórica Muñoz, Carmen Escribano Blanch, Joan Pagès Formación docente Tiempo histórico Conciencia histórica Teoría fundamentada Enseñanza eachertraining historical time historical consciousness grounded theory high school 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. En este trabajo se presenta parte de los resultados obtenidos de la investigación desarrollada en la tesis doctoral: Enseñar a enseñar el tiempo histórico ¿Qué saben y qué aprenden los futuros docentes de secundaria? Donde se analizan las  representaciones sociales que han construido los estudiantes del Máster en Formación del Profesorado, especialidad en Geografía e Historia, sobre el concepto de tiempo histórico y de conciencia histórica. Para llevar a cabo el estudio se han seguido los procedimientos de la «Teoría Fundamentada», donde se han descubiertos conceptos, hipótesis y proposiciones como resultado directo de los datos recogidos. La información analizada se ha obtenido mediante la transcripción de cuestionarios y entrevistas. En los resultados se manifiesta cierta imprecisión en cuanto a la definición y naturaleza del concepto de tiempo histórico y la indeterminación por concretar los elementos que lo componen APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2021-07-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/3223 Reseñas de Enseñanza de la Historia; Núm. 17 (2019): Septiembre; 15-35 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/3223/pdf Derechos de autor 2021 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Formación docente
Tiempo histórico
Conciencia histórica
Teoría fundamentada
Enseñanza
eachertraining
historical time
historical consciousness
grounded theory
high school
spellingShingle Formación docente
Tiempo histórico
Conciencia histórica
Teoría fundamentada
Enseñanza
eachertraining
historical time
historical consciousness
grounded theory
high school
Muñoz, Carmen Escribano
Blanch, Joan Pagès
Social representations of future history teachers about time and historical consciousness.
topic_facet Formación docente
Tiempo histórico
Conciencia histórica
Teoría fundamentada
Enseñanza
eachertraining
historical time
historical consciousness
grounded theory
high school
author Muñoz, Carmen Escribano
Blanch, Joan Pagès
author_facet Muñoz, Carmen Escribano
Blanch, Joan Pagès
author_sort Muñoz, Carmen Escribano
title Social representations of future history teachers about time and historical consciousness.
title_short Social representations of future history teachers about time and historical consciousness.
title_full Social representations of future history teachers about time and historical consciousness.
title_fullStr Social representations of future history teachers about time and historical consciousness.
title_full_unstemmed Social representations of future history teachers about time and historical consciousness.
title_sort social representations of future history teachers about time and historical consciousness.
description 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.
publisher APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
publishDate 2021
url https://revele.uncoma.edu.ar/index.php/resenas/article/view/3223
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first_indexed 2025-02-05T23:01:06Z
last_indexed 2025-02-05T23:01:06Z
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