Los saberes didácticos en la formación inicial del profesorado en Historia: Reflexion es a partir d e las memorias de práctica
The article first presents the links between General Didactics and Specific Didactics, focusing on the Didactics of History. It seeks to problematize and analyze some tensions that occur within the fields of knowledge and teaching communities.It then focuses on the initial formation of the History T...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2022
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| Materias: | |
| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3613 |
| Aporte de: |
| Sumario: | The article first presents the links between General Didactics and Specific Didactics, focusing on the Didactics of History. It seeks to problematize and analyze some tensions that occur within the fields of knowledge and teaching communities.It then focuses on the initial formation of the History Teacher Training at the Faculty of Philosophy and Letters of the National University of Tucumán (FFy L of the UNT) to examine students' evaluations on the pedagogical formation, specifically on the formation in General Didactics and Didactics of History and the field of Residence and Teaching Practices. For the inquiry, the Internship Reports of students who have concluded the Residency between the years 2016 and 2017 are used as inputs. Accordingly, in this work we rely on the knowledge produced by the residents in a reflective moment after the development of their residency practice, in the sense of a reflection on the action, according to Schon ( 1992). |
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