¿Qué es el tiempo?, ¿para qué y cómo se enseña? Las representaciones sociales de seis estudiantes de profesora de educación infantil sobre el tiempo histórico y su enseñanza

This paper describes the social representations of six preservice early childhood teacher. In order to investigate their representations a focus group was conducted at an Institution for preservice early childhood teacher located in Morelia, Michoacán, Mexico. The data showed that preservice teacher...

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Detalles Bibliográficos
Autores principales: Hernández Cervantes, Lorenia, Pagès Blanch, Joan
Formato: Artículo revista
Lenguaje:Español
Publicado: APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2022
Materias:
Enseñanza y aprendizaje del tiempo
Formación inicial del profesorado
Educación Infantil
Enseñanza de las ciencias sociales
Teaching and learning time
Preservice Teacher Education
Early Childhood Education
Teaching Social Studies
Acceso en línea:https://revele.uncoma.edu.ar/index.php/resenas/article/view/3691
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
Descripción
Sumario:This paper describes the social representations of six preservice early childhood teacher. In order to investigate their representations a focus group was conducted at an Institution for preservice early childhood teacher located in Morelia, Michoacán, Mexico. The data showed that preservice teachers understand teaching time from the timing concept perspective. One of the reasons of this conception is because the early childhood curriculum suggests that the time concept should be taught from the contents proposed in the field of knowledge Mathematical Thinking.

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