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...

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Detalles Bibliográficos
Autores principales: Álvarez, Lucrecia Milagros, Sayago, Rocío
Formato: Artículo revista
Lenguaje:Español
Publicado: APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2022
Materias:
Tiempo histórico
Formación del profesorado
Universidad pública
Historical time
teacher training
public university
Acceso en línea:https://revele.uncoma.edu.ar/index.php/resenas/article/view/4036
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4036
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spelling I22-R128-article-40362024-08-06T13:38:10Z How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL ¿Cómo se aprende a enseñar el tiempo histórico? Un estudio comparativo entre los Profesorados de Historia de la UNC y la UNL Álvarez, Lucrecia Milagros Sayago, Rocío Tiempo histórico Formación del profesorado Universidad pública Historical time teacher training public university 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. Este trabajo se interroga por la formación inicial de futurxs profesorxs de Historia en relación al tiempo histórico. Se propone como un estudio comparativo, entre la Universidad Nacional de Córdoba y la Universidad Nacional del Litoral, en el que se analizan cuestionarios aplicados a estudiantes que cursaron Seminario Taller de Residencia y Práctica Docente en el 2021 en la primera universidad, y Didáctica de la Historia en el 2020, en la segunda. La intencionalidad es relevar desafíos, tensiones y problemáticas vinculadas con aprender a enseñar la temporalidad, para proponer líneas de mejora en relación a la formación universitaria del profesorado, desde los aportes de la investigación en Didáctica de las Ciencias Sociales y de la Historia. Como docentes e investigadoras, consideramos pertinente, repensar dicha formación. Más aún en tiempos pandémicos en los que ciertas dimensiones de la temporalidad adquieren mayor relevancia: futuro, aceleración, cambios y continuidades, entre otras. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2022-06-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/4036 Reseñas de Enseñanza de la Historia; Núm. 20 (2022): Mayo; 32-47 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/4036/61026 Derechos de autor 2022 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-sa/4.0/
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Tiempo histórico
Formación del profesorado
Universidad pública
Historical time
teacher training
public university
spellingShingle Tiempo histórico
Formación del profesorado
Universidad pública
Historical time
teacher training
public university
Álvarez, Lucrecia Milagros
Sayago, Rocío
How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
topic_facet Tiempo histórico
Formación del profesorado
Universidad pública
Historical time
teacher training
public university
author Álvarez, Lucrecia Milagros
Sayago, Rocío
author_facet Álvarez, Lucrecia Milagros
Sayago, Rocío
author_sort Álvarez, Lucrecia Milagros
title How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
title_short How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
title_full How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
title_fullStr How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
title_full_unstemmed How do you learn to teach historical time? A comparative study between the Faculty of History of the UNC and the UNL
title_sort how do you learn to teach historical time? a comparative study between the faculty of history of the unc and the unl
description 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.
publisher APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
publishDate 2022
url https://revele.uncoma.edu.ar/index.php/resenas/article/view/4036
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first_indexed 2025-02-05T23:02:02Z
last_indexed 2025-02-05T23:02:02Z
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