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 AccessEl uso de fuentes históricas y bases documentales en la formación del profesorado de Educación Infantil y Primaria(2017-04-12) Inarejos Muñoz, Juan AntonioEn este artículo se desarrolla una experiencia metodológica innovadora con alumnos de los grados de Educación Infantil y Educación Primaria centrada en el manejo de fuentes primarias y una base documental digital. El objetivo de este trabajo persigue familiarizar a los estudiantes con la metodología propia del conocimiento histórico para desarrollar nuevas experiencias educativas donde el trabajo del alumno pasa a un primer plano. A través de la selección de familiares o de personajes aleatorios, se rastrearon en la base documental https://familysearch.org/ los nacimientos, matrimonios y defunciones de sus antepasados. Una vez extraída esta información se elaboraron árboles genealógicos de cada una de las familias escogidas utilizando algunas de las aplicaciones web sugeridas.
- PublicationOpen AccessAutoconfrontación a la propia actividad de enseñanza. Formación e investigación de la formación(2017-04-12) Alonso Amezua, Idurre; Azpeitia Eizagirre, Agurtzane; Iriondo Arana, Itziar; Zulaika Galdos, TeresaPartimos de un posicionamiento epistemológico accional, praxiológico que toma la actividad humana (aquí la enseñanza de las lenguas y la formación) en tanto objeto de estudio. La formación inicial del profesorado se aborda en tanto proceso en devenir, en relación con dispositivos de formación que se conciben y examinan con vistas a favorecer el desarrollo de la acción de los formados. Los elementos teóricos convocados provienen de diversos modelos de la acción y de la actividad humana, en particular la teoría de la acción social (Schütz, 1950). Los métodos de investigación y de formación que se emplean tienen como finalidad la producción de trazas de la actividad, al tiempo que proporcionan espacios adecuados para su análisis por los actores. Las grabaciones - principalmente vídeo - se utilizan para realizar entrevistas de autoconfrontación que son a su vez momentos propicios para la producción de significados en relación con las actividades observadas.Los primeros resultados obtenidos muestran algunas de las actividades típicas realizadas por estudiantes durante el Practicum en relación con la enseñanza de lenguas y los fenómenos formativos producidos. Estos resultados son empleados a su vez para acondicionar los entornos de formación basados en el análisis de la actividad docente.
- PublicationOpen AccessInitial Teacher Education and Professional Development: international challenges and insights from History Education(2017-04-19) Consejo de Redacción
- 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 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.