Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile
The article exposes the results of the research that sought to investigate the initial training of history teachers, geography, who will shed light on the characteristics of both the disciplinary and pedagogical approach in their training, the relevance of it, and how they build his pedagogical and...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2019
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8051 |
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I26-R133-article-80512021-10-09T19:31:55Z Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile Formación inicial de Profesores de Historia y Geografía: sus enfoques formativos, la construcción de su saber pedagógico y profesional. Análisis desde las voces del profesorado en Chile Arrepol, Cristian Marcelo History and Geography teachers disciplinary training pedagogical training pedagogical knowledge professional knowledge profesores de Historia y Geografía formación disciplinar formación pedagógica saber pedagógico saber profesional The article exposes the results of the research that sought to investigate the initial training of history teachers, geography, who will shed light on the characteristics of both the disciplinary and pedagogical approach in their training, the relevance of it, and how they build his pedagogical and professional knowledge. The analysis are carried out under a comprehensive-hermeneutic exercise, from a semi-structured interview applied to three history and geography teachers, from three universities with a tradition in the training of specialty teachers. The results show a strong disciplinary training, disjointed with the pedagogical training and the educational context; the privatization of the construction of pedagogical knowledge, and this, along with professional knowledge is built mainly from the epistemological concerns of the professor of history and geography, minimizing the influences of the educational context. El artículo expone los resultados de la investigación que buscó indagar en la formación inicial de los profesores de historia, geografía, quienes nos darán luces sobre las características tanto del enfoque disciplinar y pedagógico en su formación, la pertinencia de la misma, y de cómo construyen su saber pedagógico y profesional. Los análisis se realizan bajo un ejercicio comprensivo-hermenéutico, a partir de una entrevista semi estructurada aplicada a tres profesores de historia y geografía, de tres universidades con tradición en la formación de profesores de la especialidad. Los resultados dan cuenta de una fuerte formación disciplinar, desarticulada con la formación pedagógica y el contexto educativo; la privatización de la construcción del saber pedagógico, y que éste, junto al saber profesional se construye principalmente a partir de las inquietudes epistemológicas propias del profesor de historia y geografía, minimizando las influencias del contexto educativo. Universidad Nacional del Litoral 2019-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8051 10.14409/cya.v0i28.8051 Clío & Asociados. La historia enseñada; Núm. 28 (2019): Clío & Asociados. La historia enseñada; 69-80 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 28 (2019): Clío & Asociados. La historia enseñada; 69-80 Clío & Asociados. La historia enseñada; n. 28 (2019): Clío & Asociados. La historia enseñada; 69-80 2362-3063 0328-820X 10.14409/cya.v0i28 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8051/11778 Derechos de autor 2019 Clío & Asociados. La historia enseñada |
| institution |
Universidad Nacional del Litoral |
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I-26 |
| repository_str |
R-133 |
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Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
History and Geography teachers disciplinary training pedagogical training pedagogical knowledge professional knowledge profesores de Historia y Geografía formación disciplinar formación pedagógica saber pedagógico saber profesional |
| spellingShingle |
History and Geography teachers disciplinary training pedagogical training pedagogical knowledge professional knowledge profesores de Historia y Geografía formación disciplinar formación pedagógica saber pedagógico saber profesional Arrepol, Cristian Marcelo Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile |
| topic_facet |
History and Geography teachers disciplinary training pedagogical training pedagogical knowledge professional knowledge profesores de Historia y Geografía formación disciplinar formación pedagógica saber pedagógico saber profesional |
| author |
Arrepol, Cristian Marcelo |
| author_facet |
Arrepol, Cristian Marcelo |
| author_sort |
Arrepol, Cristian Marcelo |
| title |
Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile |
| title_short |
Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile |
| title_full |
Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile |
| title_fullStr |
Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile |
| title_full_unstemmed |
Initial training of teachers of History and Geography: their formative approaches, the construction of their pedagogical and professional knowledge. Analysis from the voices of the teaching staff in Chile |
| title_sort |
initial training of teachers of history and geography: their formative approaches, the construction of their pedagogical and professional knowledge. analysis from the voices of the teaching staff in chile |
| description |
The article exposes the results of the research that sought to investigate the initial training of history teachers, geography, who will shed light on the characteristics of both the disciplinary and pedagogical approach in their training, the relevance of it, and how they build his pedagogical and professional knowledge. The analysis are carried out under a comprehensive-hermeneutic exercise, from a semi-structured interview applied to three history and geography teachers, from three universities with a tradition in the training of specialty teachers. The results show a strong disciplinary training, disjointed with the pedagogical training and the educational context; the privatization of the construction of pedagogical knowledge, and this, along with professional knowledge is built mainly from the epistemological concerns of the professor of history and geography, minimizing the influences of the educational context. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2019 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8051 |
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