Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics
Reading texts is usually the predominant practice for teaching social sciences at the higher education level, a practice that is generally assumed to have been already acquired by students and therefore is not taught. From the perspective we adopt, reading is central to the construction of knowledge...
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Universidad Nacional del Litoral
2021
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I26-R133-article-101692022-01-18T11:29:45Z Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics Prácticas de lectura para enseñar Didáctica de las Ciencias Sociales en la formación inicial de maestrxs. Pensar el trabajo docente desde la Didáctica Profesional Ladowski, Mariana reading practices teacher training didactics of social sciences professional didactics prácticas de lectura formación de maestros didáctica de las ciencias sociales didáctica profesional Reading texts is usually the predominant practice for teaching social sciences at the higher education level, a practice that is generally assumed to have been already acquired by students and therefore is not taught. From the perspective we adopt, reading is central to the construction of knowledge and, therefore, it should constitute a teaching object in teacher training. This article reviews a research that explores and analyzes different reading practices –and the assumptions about them– implemented by a teacher to teach Didactics of Social Sciences in initial teacher training. Likewise, from the perspective of Professional Didactics and the clinic of the activity, we seek to promote a reflective process on teaching and a better understanding of professional situations. Through the dialogue between teacher and researcher, we seek to facilitate the encounter of the teacher with the traces of her activity, for the purpose of generating a reflexivity that helps to recreate it and to elaborate alternative forms of teaching. La lectura de textos suele ser la práctica predominante para enseñar ciencias sociales en el Nivel Superior, práctica que en general se supone ya adquirida por lxs estudiantes y por ello no se enseña. Desde la perspectiva que adoptamos, la lectura es central para construir conocimientos y, por lo tanto, debería constituirse en objeto de enseñanza en la formación docente. Este artículo recorre una investigación que explora y analiza diversas prácticas de lectura –y los supuestos sobre las mismas- implementadas por una docente para enseñar Didáctica de las Ciencias Sociales en la formación inicial de maestrxs. Asimismo, desde el enfoque de la Didáctica Profesional y la clínica de la actividad buscamos promover un proceso reflexivo sobre la actividad docente y una mayor comprensión de las situaciones profesionales. Mediante el diálogo entre docente e investigadora, procuramos el encuentro de la profesora con las huellas de su actividad, con el propósito de generar una reflexividad que ayude a recrearla y elaborar formas alternativas de enseñanza. Universidad Nacional del Litoral 2021-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares Peer reviewed article Artigo revisado por pares application/pdf text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10169 10.14409/cya.v0i32.10169 Clío & Asociados. La historia enseñada; Núm. 32 (2021): Clío & Asociados. La historia enseñada Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 32 (2021): Clío & Asociados. La historia enseñada Clío & Asociados. La historia enseñada; n. 32 (2021): Clío & Asociados. La historia enseñada 2362-3063 0328-820X 10.14409/cya.v0i32 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10169/13827 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10169/13828 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10169/13830 Derechos de autor 2021 Clío & Asociados. La historia enseñada. ISSN: 2362-3063 |
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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 |
reading practices teacher training didactics of social sciences professional didactics prácticas de lectura formación de maestros didáctica de las ciencias sociales didáctica profesional |
spellingShingle |
reading practices teacher training didactics of social sciences professional didactics prácticas de lectura formación de maestros didáctica de las ciencias sociales didáctica profesional Ladowski, Mariana Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics |
topic_facet |
reading practices teacher training didactics of social sciences professional didactics prácticas de lectura formación de maestros didáctica de las ciencias sociales didáctica profesional |
author |
Ladowski, Mariana |
author_facet |
Ladowski, Mariana |
author_sort |
Ladowski, Mariana |
title |
Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics |
title_short |
Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics |
title_full |
Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics |
title_fullStr |
Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics |
title_full_unstemmed |
Reading practices to teach Didactics of Social Sciences in initial teacher training. Considering teaching work from the perspective of Professional Didactics |
title_sort |
reading practices to teach didactics of social sciences in initial teacher training. considering teaching work from the perspective of professional didactics |
description |
Reading texts is usually the predominant practice for teaching social sciences at the higher education level, a practice that is generally assumed to have been already acquired by students and therefore is not taught. From the perspective we adopt, reading is central to the construction of knowledge and, therefore, it should constitute a teaching object in teacher training. This article reviews a research that explores and analyzes different reading practices –and the assumptions about them– implemented by a teacher to teach Didactics of Social Sciences in initial teacher training. Likewise, from the perspective of Professional Didactics and the clinic of the activity, we seek to promote a reflective process on teaching and a better understanding of professional situations. Through the dialogue between teacher and researcher, we seek to facilitate the encounter of the teacher with the traces of her activity, for the purpose of generating a reflexivity that helps to recreate it and to elaborate alternative forms of teaching. |
publisher |
Universidad Nacional del Litoral |
publishDate |
2021 |
url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10169 |
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first_indexed |
2023-07-05T23:08:12Z |
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2023-07-05T23:08:12Z |
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