Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 20, Núm. 2 (2017)
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Initial Teacher Education and Professional Development: international challenges and insights from History Education
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- PublicationOpen AccessLa Realidad Aumentada (RA). Recursos y propuestas para la innovación educativa(2017-04-12) Maquilón Sánchez, Javier Jerónimo; Mirete Ruiz, Ana Belén; Avilés Olmos, MarinaEste artículo contiene una propuesta de experiencia práctica de enseñanza-aprendizaje, basada en la realidad aumentada (RA) como recurso didáctico innovador. RA es tanto un concepto como una tecnología 3D interactiva actualmente en desarrollo. Por este motivo, en primer lugar se ha expuesto, por un lado, qué es la RA y, por otro lado, cuáles son las variantes tecnológicas actuales principales. Seguidamente, se ha hecho un análisis reflexivo de varios aspectos, que el docente ha de considerar respecto a la RA como tecnología aplicada a la educación, destacando la aportación innovadora de la RA como recurso didáctico. Finalmente se presenta el diseño y la elaboración de la actividad, tipo webquest que incluye un blog de aula.
- PublicationOpen AccessInterculturality as an expression of humanist perspective: The young students' ideas about the Conquest of America from Altan's historical graphic narratives and Julierme's History textbook(2017-04-12) Fronza, MarceloThis research is linked to the projects "Textbooks and how to learn and teach the history of conflicts in different spaces and times" and "Youth and the ideas of historical truth and intersubjectivity in relation to visual historical narratives". I investigate the ideas of Brazilian graduate young students about conflicts between Europeans and Indians during the conquest of America, which took place around 1492 and 1550. I produce a research instrument based on methodological criteria of qualitative research (LESSARD-HEBERT, GOYETTE & BOUTIN, 2005). This research tool contains open questions concerning the confrontation of two fragments in history comic books. The first historical graphic narrative, version A, called "Conquest and the colonization of America" is a chapter of the textbook organized as historical comic book "General History: History for modern school" (CASTRO & ZALLA, 1971). The second historical graphic narrative presented in the research instrument, the version B, called "Colombo" (ALTAN, 1989). In conclusion, it can verify that these young students understand some of the fundamental elements of these artifacts of historical culture greatly facilitate the apprehension of historical knowledge elaborated in an intersubjective and humanistic way.
- PublicationOpen AccessThe historical significance of African liberation - the views of South African History Education students(2017-04-12) Wassermann, Johan MAbstractThis study drew on the views of South African first-year history education students who are studying to become teachers. In an open-ended survey they were asked to, by means of intellectual imagination, to express their views on what topics they would like to see as part of the school history curriculum. The purpose of this was to determine what they regarded as historically significant enough to study in history at school. The responses were analysed by means of open coding and read through Counsell's conceptualisation of historical significance. What emerged was that the struggle against apartheid was viewed by only handful as an actual struggle for liberation against internal colonialism. The African liberation struggles against European colonialism fared even worse and was only imagined by a small number of students as worthy of inclusion in an imagined school history curriculum. At the same time at no stage were the struggled against apartheid linked to the broader African liberation struggle. What this speaks of is no only a South African exceptionalism but a view that the African liberation struggle are not really historically significant enough to be include in a imagined history curriculum.
- PublicationOpen AccessFormación del profesorado de historia y ficción televisiva: el aprovechamiento didáctico de las series históricas en educación secundaria(2017-04-12) Sáiz Serrano, Jorge; Parra Monserrat, DavidEste artículo aborda la capacidad de aprovechamiento didáctico mostrada por 72 estudiantes universitarios procedentes del Máster de Profesorado de Educación Secundaria (especialidad de Geografía e Historia) en relación con las series de televisión de temática histórica. Para ello, se ha diseñado un instrumento (un cuestionario abierto sobre ficción televisiva) orientado a examinar, por un lado, la alfabetización mediática de los futuros docentes y, por otro, su capacidad de impugnar la representación del pasado histórico nacional ofrecida por muchas de estas series y de plantear alternativas desde la óptica de una didáctica crítica. Los primeros resultados del estudio ponen de relieve la necesidad de mejorar la alfabetización audiovisual y la formación epistemológica del futuro profesorado para que sea capaz de aprovechar todo el potencial educativo de estos formatos y sus narrativas.
- PublicationOpen AccessThe attitudes and perceptions of beginning teachers in relation to teaching controversial issues in the history classroom(2017-04-12) Woolley, Mary CatherineThis paper reports on research into the attitudes and perceptions of beginning history teachers in relation to teaching controversial and sensitive issues. In 2007 the UK Department of Education and Skills, alongside the Historical Association, published a report into the teaching of emotive and controversial issues in history which suggested avoidance of some topics by some teachers. Initial research was carried out with 32 beginning history teachers to explore their attitudes to teaching controversial issues in the history classroom. Ten years later, the research was repeated with a further cohort to explore whether attitudes had changed. Findings showed an enthusiastic, almost moralistic group of beginning teachers, committed to sharing a wide range of views with their young audience. The beginning teachers were remarkably confident about teaching controversial and sensitive issues. The area where beginning teachers lacked confidence was in dealing with parents who disagreed with their approach to teaching a certain topic. Almost all the beginning teachers thought it was appropriate for history teachers to teach topics in a way that might conflict with family or cultural values. New concerns have emerged for some beginning teachers over how to teach the history of migration in a sensitive and appropriate way.