How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
AbstractThis work questions the initial training of future history teachers in relation to historical time. It is proposed as a comparative study, between the National University of Córdoba and the National University of the Litoral, in which questionnaires applied to students who attended the Resid...
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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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/4036 |
| Aporte de: |
| Sumario: | AbstractThis work questions the initial training of future history teachers in relation to historical time. It is proposed as a comparative study, between the National University of Córdoba and the National University of the Litoral, in which questionnaires applied to students who attended the Residency Workshop and Teaching Practice Seminar in 2021 in the former are analyzed, and Didactics of History in 2020, at the second university.The intention is to relieve challenges, tensions and problems related to learning to teach temporality, to propose lines of improvement in relation to the university training of teachers, from the contributions of research in Didactics of Social Sciences and History.As teachers and researchers, we consider it pertinent to rethink such training. Even more so in pandemic times in which certain dimensions of temporality acquire greater relevance: future, acceleration, changes and continuities, among others. |
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