The role of co-trainer teachers in the process of teaching practices in History
In the teaching career in History of the Autonomous University of Entre Ríos, the teaching practices are carried out at secondary and higher levels, so we are interested in observing, analyzing and understanding the processes that involve the practicing students in the diagramming and preparation of...
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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/8266 |
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I26-R133-article-82662021-10-09T19:31:55Z The role of co-trainer teachers in the process of teaching practices in History El rol de los docentes co-formadores en el proceso de prácticas del Profesorado en Historia Gatti, Verónica Zatti, Marcela Céparo, Martín co-trainer teachers teaching practices accompaniment practitioners docentes co-formadores prácticas de enseñanza acompañamiento practicantes In the teaching career in History of the Autonomous University of Entre Ríos, the teaching practices are carried out at secondary and higher levels, so we are interested in observing, analyzing and understanding the processes that involve the practicing students in the diagramming and preparation of the classes during their initial training, that is, the decisions that are made and are assumed when planning the teaching sequences within the framework of the Didactics of History and Social Sciences and the Educational Action Workshop. In this sense, we have previously worked with the narratives written by students in which various problems are reflected when it comes to giving account of the formulation of didactic proposal, group management, positioning of the teaching role, among others, unveiling a spectrum very broad about their experiences, bringing to light strengths and weaknesses. In order to make this line of inquiry more complex, we have decided in this opportunity to work on and analyze narratives provided by co-trainer teachers. Through an interview of methodological approach to the field of study, we introduce ourselves in the point of view of actors that have an important role in the process of the practices since they give us information from their concrete experience with our practitioners, allowing us to review teaching processes. En el Profesorado en Historia de la Universidad Autónoma de Entre Ríos se realizan las prácticas docentes en los niveles de enseñanza secundaria y superior, por lo que nos interesa observar, analizar y comprender los procesos que involucran a los/as estudiantes practicantes en la diagramación y preparación de las clases durante su formación inicial, es decir, las decisiones que se toman y son asumidas al momento de planificar las secuencias didácticas en el marco de las cátedras de Didáctica de la Historia y las Ciencias Sociales y el Taller de Acción Educativa. En este sentido, hemos trabajado previamente con las narrativas escritas por estudiantes en las que se reflejan diversas problemáticas a la hora de dar cuenta de la formulación de propuesta didáctica, el manejo de grupo, el posicionamiento del rol docente, entre otras, develando un espectro muy amplio sobre sus experiencias, sacando a la luz fortalezas y debilidades. Con el propósito de complejizar esta línea de indagación, hemos decidido en esta oportunidad, trabajar y analizar narrativas que nos brindan los docentes co-formadores. Mediante una entrevista de aproximación metodológica al campo de estudio, nos introducimos en el punto de vista de actores que tienen un rol importante en el proceso de las prácticas ya que nos brindan información desde su experiencia concreta con nuestros/as practicantes, permitiéndonos rever procesos de enseñanza. 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/8266 10.14409/cya.v0i28.8266 Clío & Asociados. La historia enseñada; Núm. 28 (2019): Clío & Asociados. La historia enseñada; 99-108 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 28 (2019): Clío & Asociados. La historia enseñada; 99-108 Clío & Asociados. La historia enseñada; n. 28 (2019): Clío & Asociados. La historia enseñada; 99-108 2362-3063 0328-820X 10.14409/cya.v0i28 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8266/11769 Derechos de autor 2019 Clío & Asociados. La historia enseñada |
| institution |
Universidad Nacional del Litoral |
| institution_str |
I-26 |
| repository_str |
R-133 |
| container_title_str |
Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
co-trainer teachers teaching practices accompaniment practitioners docentes co-formadores prácticas de enseñanza acompañamiento practicantes |
| spellingShingle |
co-trainer teachers teaching practices accompaniment practitioners docentes co-formadores prácticas de enseñanza acompañamiento practicantes Gatti, Verónica Zatti, Marcela Céparo, Martín The role of co-trainer teachers in the process of teaching practices in History |
| topic_facet |
co-trainer teachers teaching practices accompaniment practitioners docentes co-formadores prácticas de enseñanza acompañamiento practicantes |
| author |
Gatti, Verónica Zatti, Marcela Céparo, Martín |
| author_facet |
Gatti, Verónica Zatti, Marcela Céparo, Martín |
| author_sort |
Gatti, Verónica |
| title |
The role of co-trainer teachers in the process of teaching practices in History |
| title_short |
The role of co-trainer teachers in the process of teaching practices in History |
| title_full |
The role of co-trainer teachers in the process of teaching practices in History |
| title_fullStr |
The role of co-trainer teachers in the process of teaching practices in History |
| title_full_unstemmed |
The role of co-trainer teachers in the process of teaching practices in History |
| title_sort |
role of co-trainer teachers in the process of teaching practices in history |
| description |
In the teaching career in History of the Autonomous University of Entre Ríos, the teaching practices are carried out at secondary and higher levels, so we are interested in observing, analyzing and understanding the processes that involve the practicing students in the diagramming and preparation of the classes during their initial training, that is, the decisions that are made and are assumed when planning the teaching sequences within the framework of the Didactics of History and Social Sciences and the Educational Action Workshop. In this sense, we have previously worked with the narratives written by students in which various problems are reflected when it comes to giving account of the formulation of didactic proposal, group management, positioning of the teaching role, among others, unveiling a spectrum very broad about their experiences, bringing to light strengths and weaknesses. In order to make this line of inquiry more complex, we have decided in this opportunity to work on and analyze narratives provided by co-trainer teachers. Through an interview of methodological approach to the field of study, we introduce ourselves in the point of view of actors that have an important role in the process of the practices since they give us information from their concrete experience with our practitioners, allowing us to review teaching processes. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2019 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8266 |
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