The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training
The article describes the theoretical and pedagogical foundations of practical teacher training in history in Chile, as expressed in the training documents of five universities, which in turn is referenced with public policy on teacher training. Methodologically, we resorted to documentary analysis...
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Universidad Nacional del Litoral
2021
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10162 |
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I26-R133-article-101622022-01-18T11:35:50Z The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training La Formación Práctica del profesorado de historia en Chile desde los documentos orientadores de la Formación Inicial Docente Valdés-Vera, Mario Palma Troncoso, Marcela Arrepol Santos, Cristian initial teacher education practical teacher education training guiding documents formative triad formación inicial docente formación práctica de profesores documentos orientadores de la formación tríada formativa The article describes the theoretical and pedagogical foundations of practical teacher training in history in Chile, as expressed in the training documents of five universities, which in turn is referenced with public policy on teacher training. Methodologically, we resorted to documentary analysis from a comprehensive/interpretative perspective using Atlas Ti software, version 7.5. From a process of progressive coding, categories of analysis emerged that allowed for the construction of the main findings. The results show the importance assigned to the practical training line by the universities in their curricular documents. However, there is evidence of the absence of models for reflection, scant consideration of the knowledge and know-how derived from practical experience and the secondary role assigned to teacher guides, who are key players in the process. El artículo da cuenta de los fundamentos teóricos y pedagógicos de la formación práctica del profesorado en historia en Chile, expresados en los documentos formativos de cinco universidades, lo que a su vez es referenciado con la política pública de la formación docente. En lo metodológico, se recurrió al análisis documental desde una perspectiva comprensiva /interpretativa utilizando el software Atlas Ti, versión 7.5. A partir de un proceso de codificación progresiva, emergieron categorías de análisis que permitieron construir los principales hallazgos. Los resultados dan cuenta de la importancia asignada a la línea de formación práctica por parte de las universidades en sus documentos curriculares. Sin embargo, se evidencia la ausencia de modelos de reflexión, una escasa consideración de los conocimientos y saberes emanados de las experiencias prácticas y, el rol secundario asignado a los profesores guías, actores claves del proceso. Universidad Nacional del Litoral 2021-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares Peer reviewed article Artigo revisado por pares application/pdf text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10162 10.14409/cya.v0i32.10162 Clío & Asociados. La historia enseñada; Núm. 32 (2021): Clío & Asociados. La historia enseñada Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 32 (2021): Clío & Asociados. La historia enseñada Clío & Asociados. La historia enseñada; n. 32 (2021): Clío & Asociados. La historia enseñada 2362-3063 0328-820X 10.14409/cya.v0i32 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10162/13831 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10162/13832 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10162/13833 Derechos de autor 2021 Clío & Asociados. La historia enseñada. ISSN: 2362-3063 |
| institution |
Universidad Nacional del Litoral |
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I-26 |
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R-133 |
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Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
initial teacher education practical teacher education training guiding documents formative triad formación inicial docente formación práctica de profesores documentos orientadores de la formación tríada formativa |
| spellingShingle |
initial teacher education practical teacher education training guiding documents formative triad formación inicial docente formación práctica de profesores documentos orientadores de la formación tríada formativa Valdés-Vera, Mario Palma Troncoso, Marcela Arrepol Santos, Cristian The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training |
| topic_facet |
initial teacher education practical teacher education training guiding documents formative triad formación inicial docente formación práctica de profesores documentos orientadores de la formación tríada formativa |
| author |
Valdés-Vera, Mario Palma Troncoso, Marcela Arrepol Santos, Cristian |
| author_facet |
Valdés-Vera, Mario Palma Troncoso, Marcela Arrepol Santos, Cristian |
| author_sort |
Valdés-Vera, Mario |
| title |
The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training |
| title_short |
The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training |
| title_full |
The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training |
| title_fullStr |
The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training |
| title_full_unstemmed |
The practical training of history teachers in Chile from the guiding documents of Initial Teacher Training |
| title_sort |
practical training of history teachers in chile from the guiding documents of initial teacher training |
| description |
The article describes the theoretical and pedagogical foundations of practical teacher training in history in Chile, as expressed in the training documents of five universities, which in turn is referenced with public policy on teacher training. Methodologically, we resorted to documentary analysis from a comprehensive/interpretative perspective using Atlas Ti software, version 7.5. From a process of progressive coding, categories of analysis emerged that allowed for the construction of the main findings. The results show the importance assigned to the practical training line by the universities in their curricular documents. However, there is evidence of the absence of models for reflection, scant consideration of the knowledge and know-how derived from practical experience and the secondary role assigned to teacher guides, who are key players in the process. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2021 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10162 |
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