Concepciones de profesores de Historia, Geografía y Ciencias Sociales acerca del uso de fuentes históricas en el aula
This study explores the conceptions of a group of Chilean History teachers about the use of historical sources in the classroom. The research used a qualitative-phenomenological approach and was based on semi-structured interviews with six teachers from different schools in the city of Santiago (Chi...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2026
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14829 |
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| Sumario: | This study explores the conceptions of a group of Chilean History teachers about the use of historical sources in the classroom. The research used a qualitative-phenomenological approach and was based on semi-structured interviews with six teachers from different schools in the city of Santiago (Chile). The analysis, conducted through open coding, revealed that although teachers value the use of historical sources for developing historical thinking and as a means to encourage student participation in class, they also face significant challenges. These challenges are related to students' limited reading comprehension and lack of cultural capital, difficulties in selecting relevant sources, time constraints, and limitations in their initial training. It concludes that there is a need to strengthen the didactic use of sources in teacher training and to compare stated conceptions with real classroom practices. |
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