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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Autor principal: Ladowski, Mariana
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Litoral 2021
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Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10169
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spelling 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
institution 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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