New challenges and perspectives in the professional training of geography teachers
The article “New Challenges and Perspectives in the Professional Training of Geography Teachers” addresses the transformations faced by the Geography teacher training program of the Faculty of Humanities at UNNE in response to current socioeconomic, technological, and educational changes. The aim is...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades, Instituto de Investigaciones en Educación
2025
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| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/riie/article/view/8349 |
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| Sumario: | The article “New Challenges and Perspectives in the Professional Training of Geography Teachers” addresses the transformations faced by the Geography teacher training program of the Faculty of Humanities at UNNE in response to current socioeconomic, technological, and educational changes. The aim is to identify key areas that require innovation and improvement from the perspective of the teachers themselves and to analyze the contextual demands affecting their professional practice.
The main issue lies on the disconnection between the university academic training and the realities of the teaching practice, which impact Geography teachers’ ability to face contemporary challenges. The analysis attempts to integrate teachers’ perceptions in order to accomplish a practical and contextualized approach.
The study is framed by a qualitative approach that gathered the training experiences of practicing teachers from different age categories (30, 40, and 50 years old) through in-depth interviews. Their narratives serve to document and systematize experiences, offering a more holistic view of the current teacher training program’s strengths and weaknesses and guiding improvements tailored to the real needs of future teachers.
The research raises the concept of innovation within the university education and the Geography teacher training program. It calls for a rethinking of the concept of teacher professionalization in an academic culture that must free from past inertia and past practices –an academic culture that addresses new needs and demands. |
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