Los saberes disciplinares: los posicionamientos teóricos sobre la Historia en la residencia y práctica docente
This article investigates the positions assumed by the students of the Faculty in history when developing a proposal of education during their Teaching Residency. We focus on one of the key dimensions of the Historical thinking (Santisteban and Pages, 1999 and 2008): the historie explanation. Partic...
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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
2022
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3627 |
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| Sumario: | This article investigates the positions assumed by the students of the Faculty in history when developing a proposal of education during their Teaching Residency. We focus on one of the key dimensions of the Historical thinking (Santisteban and Pages, 1999 and 2008): the historie explanation. Particularly, the way in which it is configured in this instance the knowledge of contents and the didactical knowledge of conteos (Shulman, 2005). We understand that history as an object of teaching responds to different repositionings from which teachers give new meanings to knowledge from the academic history (Plá, 2005). When you think what to teach, how and for what, residents pul into play theoretical-methodological approaches that will sustain the proposals of teaching. We therefore intend to recognize what are the theoretical notions or approaches on the historical knowledge present in the teaching proposals of the future teachers, recovering the narrations elaborated by the residents in the final reports of the race. |
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