From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences
Historic knowledge is confronted with the challenge of becoming school knowledge. This process begins with curricular decisions taken by the Ministry of Education on educational contents and is consolidated in the school classroom through the teachers ́ professional decisions. In...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7447 |
| _version_ | 1801706385407213568 |
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| author | Castañeda Meneses, Marta Cecilia |
| author_facet | Castañeda Meneses, Marta Cecilia |
| author_sort | Castañeda Meneses, Marta Cecilia |
| collection | OJS |
| description |
Historic knowledge is confronted with the challenge of becoming school knowledge. This process begins with
curricular decisions taken by the Ministry of Education on educational contents and is consolidated in the school classroom through the teachers ́ professional decisions. In this context, this paper discusses planning processes for the subject of History, by pre-service teachers in their practicum and new teachers of a public, regional Chilean university. This case study examines the teaching of social concepts in these two groups, by means of interviews, class observation, and document analysis. Some research conclusions are: that planning processes are directly related to the conceptual and disciplinary knowledge of the teacher, that there is
relative autonomy in planning processes mainly due to the context, and that methodological and external limitations are identified in both groups. The presence of the social concepts in planning processes is primarily implicit, prioritizing events over conceptual revisions.
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| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7447 |
| institution | Revista Historia Y Memoria |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-74472023-11-28T14:13:49Z From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences Del conocimiento histórico al conocimiento escolar. Planificación docente para la enseñanza de Historia y Ciencias Sociales De la connaissance historique à la connaissance scolaire. Les éducateurs face à la planification de l’enseignement de l’Histoire et des Sciences sociales Castañeda Meneses, Marta Cecilia elementary and middle school teaching; social science teaching; elementary and middle school teacher; class plan; social studies; enseñanza primaria enseñanza de las ciencias sociales docente de escuela primaria plan de clase estudios sociales enseignement primaire enseignement des Sciences Sociales enseignant de l’école primaire plan de cours études sociales Historic knowledge is confronted with the challenge of becoming school knowledge. This process begins with curricular decisions taken by the Ministry of Education on educational contents and is consolidated in the school classroom through the teachers ́ professional decisions. In this context, this paper discusses planning processes for the subject of History, by pre-service teachers in their practicum and new teachers of a public, regional Chilean university. This case study examines the teaching of social concepts in these two groups, by means of interviews, class observation, and document analysis. Some research conclusions are: that planning processes are directly related to the conceptual and disciplinary knowledge of the teacher, that there is relative autonomy in planning processes mainly due to the context, and that methodological and external limitations are identified in both groups. The presence of the social concepts in planning processes is primarily implicit, prioritizing events over conceptual revisions. El conocimiento histórico se enfrenta al desafío de convertirse en saber escolar. Este proceso se inicia con las decisiones curriculares ministeriales sobre el qué enseñar y se concreta en el aula escolar a partir de las decisiones profesionales de los docentes. En ese contexto, el artículo da cuenta de los procesos de planificación que para la asignatura de historia realizan estudiantes en práctica profesional y profesores noveles de una universidad pública y regional chilena. Como opción metodológica de investigación se utiliza el Estudio de Casos. Los casos se construyen teniendo como eje la enseñanza de conceptos sociales, a partir de entrevistas, observaciones de clases y análisis de documentos. Entre las principales conclusiones se puede mencionar, que los procesos de planificación están directamente relacionados con el dominio conceptual y disciplinar del docente, que existe una autonomía relativa en los procesos de planificación principalmente dada por el contexto, y que se reconocen limitaciones metodológicas y externas al proceso de planificación que desarrollan ambos colectivos. La presencia de los conceptos sociales en los procesos de planificación es prioritariamente implícita, priorizándose los hechos por sobre las revisiones conceptuales. La connaissance historique doit se transformer en connaissance scolaire. Ce processus commence avec les programmes ministériels, où est décidé ce qui doit être enseigné, et devient une réalité concrète dans les salles de classe à travers les décisions professionnelles des enseignants. Notre article se propose de rendre compte des processus de planification conçus par des stagiaires et des instituteurs débutants d’une université publique provinciale chilienne en ce qui concerne l’enseignement de l’histoire. Comme option méthodologique de recherche nous avons choisi l’étude de cas. Nos cas sont construits autour d’un axe constitué par l’enseignement de concepts sociaux, à partir d’entretiens, observations de classes et analyse de documents. Cette recherche nous a permis de conclure que les processus de planification entretiennent un rapport direct avec la maîtrise conceptuelle et disciplinaire de l’enseignant, qu’il existe une autonomie relative dans les processus de planification dépendant notamment du contexte, et que l’on reconnaît des limitations méthodologiques extérieures au processus de planification que développent les stagiaires et les instituteurs débutants. La présence des concepts sociaux dans les processus de planification est surtout implicite, car on les faits obtiennent le devant de la scène au détriment des révisions conceptuelles. Universidad Pedagógica y Tecnológica de Colombia 2019-02-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7447 10.19053/20275137.n18.2019.7447 Historia Y Memoria; No. 18 (2019): Build from memory and memories: politics, repression and historical testimonies in Latin America; 289-313 Historia Y Memoria; Núm. 18 (2019): Enero-Junio 2019. Construir desde el recuerdo y la memoria: política, represión y testimonios históricos en América Latina; 289-313 Historia Y Memoria; No 18 (2019): Construire à partir de mémoire et de souvenir: politique, répression et témoignages historiques en Amérique latine; 289-313 2322-777X 2027-5137 10.19053/20275137.n18.2019 spa https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7447/7495 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7447/8812 Derechos de autor 2019 Historia Y MEMORIA |
| spellingShingle | elementary and middle school teaching; social science teaching; elementary and middle school teacher; class plan; social studies; enseñanza primaria enseñanza de las ciencias sociales docente de escuela primaria plan de clase estudios sociales enseignement primaire enseignement des Sciences Sociales enseignant de l’école primaire plan de cours études sociales Castañeda Meneses, Marta Cecilia From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences |
| title | From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences |
| title_alt | Del conocimiento histórico al conocimiento escolar. Planificación docente para la enseñanza de Historia y Ciencias Sociales De la connaissance historique à la connaissance scolaire. Les éducateurs face à la planification de l’enseignement de l’Histoire et des Sciences sociales |
| title_full | From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences |
| title_fullStr | From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences |
| title_full_unstemmed | From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences |
| title_short | From Historic Knowledge to School Knowledge. Teacher Planning for the Teaching of History and Social Sciences |
| title_sort | from historic knowledge to school knowledge teacher planning for the teaching of history and social sciences |
| topic | elementary and middle school teaching; social science teaching; elementary and middle school teacher; class plan; social studies; enseñanza primaria enseñanza de las ciencias sociales docente de escuela primaria plan de clase estudios sociales enseignement primaire enseignement des Sciences Sociales enseignant de l’école primaire plan de cours études sociales |
| topic_facet | elementary and middle school teaching; social science teaching; elementary and middle school teacher; class plan; social studies; enseñanza primaria enseñanza de las ciencias sociales docente de escuela primaria plan de clase estudios sociales enseignement primaire enseignement des Sciences Sociales enseignant de l’école primaire plan de cours études sociales |
| url | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7447 |
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