Publication: Los docentes de Ciencias Sociales y la enseñanza de la Historia. Una mirada comparativa entre sus concepciones y las de sus estudiantes
Authors
Ibagón-Martín, Nilson Javier
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Publisher
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DOI
https://doi.org/10.47553/rifop.v34i3.81297
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info:eu-repo/semantics/article
Description
Abstract
El presente texto socializa los resultados de un estudio comparativo orientado a identificar las concepciones de un grupo de docentes de ciencias sociales colombianos (n=61) y sus estudiantes (n=764), alrededor de las prácticas de enseñanza de la historia, los objetivos formativos de estas y el
interés de aprendizaje sobre determinados contenidos históricos del alumnado. La investigación se basó en el
paradigma cuantitativo. El diseño ha sido no experimental de
carácter descriptivo e inferencial. Se empleó un cuestionario
cerrado cuyos ítems de respuestas debían ser valorados por medio de una escala Likert. Luego, la información obtenida a través de este instrumento se trianguló con el análisis de las planeaciones institucionales de los centros educativos en los que laboran los profesores participantes. Los resultados en los
tres núcleos de indagación evidencian diferencias significativas entre las concepciones de los docentes y sus estudiantes, así
como entre lo manifestado por los profesores y lo registrado
en las planeaciones. Estas diferencias dejan de manifiesto una serie de problemáticas que afectan negativamente los alcances formativos de la historia entendida como saber escolar. Las incongruencias y vacíos identificados entre las concepciones de los docentes y sus estudiantes, ratifican la necesidad de pensar procesos de formación inicial y permanente del profesorado de Ciencias sociales en el campo específico de la didáctica de la historia
This text socializes the results of a comparative study aimed at identifying the conceptions of a group of Colombian social science teachers (n = 61) and their students (n = 764), around the teaching practices of history, the formative objectives of these and the interest of learning about certain historical contents of the students. The research was based on the quantitative paradigm. The design has been non-experimental, descriptive and inferential. A closed questionnaire was used whose response items had to be assessed by means of a Likert scale. The information obtained through this instrument was triangulated with the analysis of the institutional plans of the educational centers in which the participating teachers work. The results in the three nuclei of inquiry show significant differences between the conceptions of the teachers and their students, as well as between what the teachers stated and what was recorded in the planning. These differences reveal a series of problems that negatively affect the educational scope of history understood as school knowledge. The inconsistencies and gaps identified between the conceptions of teachers and their students confirm the need to think about processes of initial and permanent training for teachers of social sciences in the specific field of didactics of history
This text socializes the results of a comparative study aimed at identifying the conceptions of a group of Colombian social science teachers (n = 61) and their students (n = 764), around the teaching practices of history, the formative objectives of these and the interest of learning about certain historical contents of the students. The research was based on the quantitative paradigm. The design has been non-experimental, descriptive and inferential. A closed questionnaire was used whose response items had to be assessed by means of a Likert scale. The information obtained through this instrument was triangulated with the analysis of the institutional plans of the educational centers in which the participating teachers work. The results in the three nuclei of inquiry show significant differences between the conceptions of the teachers and their students, as well as between what the teachers stated and what was recorded in the planning. These differences reveal a series of problems that negatively affect the educational scope of history understood as school knowledge. The inconsistencies and gaps identified between the conceptions of teachers and their students confirm the need to think about processes of initial and permanent training for teachers of social sciences in the specific field of didactics of history
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Citation
Revista interuniversitaria de formación del profesorado, V. 34, N. 95 (3), 2020
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