The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice

Detalhes bibliográficos
Autor(a) principal: Coudannes Aguirre, Mariela Alejandra
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Antíteses
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/4579
Resumo: Much has been written about the transposition of content in high school in Argentina. Less has been debated in academic institutions for teaching in the same level. It is fairly widespread belief that only “know history” enough, which is necessary for collective reflection on what, why and how to teach. The issue is part of a relatively recent phenomenon as is the decline in teacher training college. We argue that the growing professionalism university and reduced commitment to social transformation have a degree of impact. Then, we describe a set of current beliefs about teaching given in the training institutions and those we relate with theoretical models that help explain its operation.
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spelling The history teacher training college in Argentina: the growing gap between research / teaching and theory / practiceLa formación del profesor de historia en la universidad argentina. La creciente distancia entre investigación / docencia y teoría / prácticaA formação do professor de história na universidade argentina. A crescente lacuna entre pesquisa/ensino e teoria/práticaHistoryEducationLearning modelsTheoryPracticeArgentinaHistoriaEducaciónModelos de formaciónTeoríaPrácticaArgentinaHistóriaEducaçãoModelos de treinamentoTeoriaPráticaArgentinaMuch has been written about the transposition of content in high school in Argentina. Less has been debated in academic institutions for teaching in the same level. It is fairly widespread belief that only “know history” enough, which is necessary for collective reflection on what, why and how to teach. The issue is part of a relatively recent phenomenon as is the decline in teacher training college. We argue that the growing professionalism university and reduced commitment to social transformation have a degree of impact. Then, we describe a set of current beliefs about teaching given in the training institutions and those we relate with theoretical models that help explain its operation.Mucho se ha escrito sobre la transposición de contenidos en la escuela secundaria argentina. Menos se ha debatido en las instituciones universitarias respecto de la enseñanza en el propio nivel. Resulta bastante extendida la creencia de que sólo con “saber historia” basta, que no es necesaria la reflexión colectiva sobre el qué, para qué y cómo enseñar. La problemática se encuadra en un fenómeno relativamente reciente como es el retroceso de la formación docente en la universidad. Sostenemos que el creciente profesionalismo universitario y un menor compromiso con la transformación social tienen un grado de incidencia importante. Luego, describimos una serie de creencias corrientes sobre la enseñanza que se dan en las instituciones formadoras y las ponemos en relación con aquellos modelos teóricos que permitirían explicar su funcionamiento.Mucho se ha escrito sobre la transposición de contenidos en la escuela secundaria argentina. Menos se ha debatido en las instituciones universitarias respecto de la enseñanza en el propio nivel. Resulta bastante extendida la creencia de que sólo con “saber historia” basta, que no es necesaria la reflexión colectiva sobre el qué, para qué y cómo enseñar. La problemática se encuadra en un fenómeno relativamente reciente como es el retroceso de la formación docente en la universidad. Sostenemos que el creciente profesionalismo universitario y un menor compromiso con la transformación social tienen un grado de incidencia importante. Luego, describimos una serie de creencias corrientes sobre la enseñanza que se dan en las instituciones formadoras y las ponemos en relación con aquellos modelos teóricos que permitirían explicar su funcionamiento.Universidade Estadual de Londrina2010-08-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLiterature reviewRevisão de literaturaRevision de literaturaapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/457910.5433/1984-3356.2010v3n6p975Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 975-990Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 975-9901984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/4579/7056Copyright (c) 2010 Antítesesinfo:eu-repo/semantics/openAccessCoudannes Aguirre, Mariela Alejandra2022-06-03T19:18:37Zoai:ojs.pkp.sfu.ca:article/4579Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2022-06-03T19:18:37Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
La formación del profesor de historia en la universidad argentina. La creciente distancia entre investigación / docencia y teoría / práctica
A formação do professor de história na universidade argentina. A crescente lacuna entre pesquisa/ensino e teoria/prática
title The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
spellingShingle The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
Coudannes Aguirre, Mariela Alejandra
History
Education
Learning models
Theory
Practice
Argentina
Historia
Educación
Modelos de formación
Teoría
Práctica
Argentina
História
Educação
Modelos de treinamento
Teoria
Prática
Argentina
title_short The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
title_full The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
title_fullStr The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
title_full_unstemmed The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
title_sort The history teacher training college in Argentina: the growing gap between research / teaching and theory / practice
author Coudannes Aguirre, Mariela Alejandra
author_facet Coudannes Aguirre, Mariela Alejandra
author_role author
dc.contributor.author.fl_str_mv Coudannes Aguirre, Mariela Alejandra
dc.subject.por.fl_str_mv History
Education
Learning models
Theory
Practice
Argentina
Historia
Educación
Modelos de formación
Teoría
Práctica
Argentina
História
Educação
Modelos de treinamento
Teoria
Prática
Argentina
topic History
Education
Learning models
Theory
Practice
Argentina
Historia
Educación
Modelos de formación
Teoría
Práctica
Argentina
História
Educação
Modelos de treinamento
Teoria
Prática
Argentina
description Much has been written about the transposition of content in high school in Argentina. Less has been debated in academic institutions for teaching in the same level. It is fairly widespread belief that only “know history” enough, which is necessary for collective reflection on what, why and how to teach. The issue is part of a relatively recent phenomenon as is the decline in teacher training college. We argue that the growing professionalism university and reduced commitment to social transformation have a degree of impact. Then, we describe a set of current beliefs about teaching given in the training institutions and those we relate with theoretical models that help explain its operation.
publishDate 2010
dc.date.none.fl_str_mv 2010-08-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Literature review
Revisão de literatura
Revision de literatura
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/4579
10.5433/1984-3356.2010v3n6p975
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/4579
identifier_str_mv 10.5433/1984-3356.2010v3n6p975
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/4579/7056
dc.rights.driver.fl_str_mv Copyright (c) 2010 Antíteses
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Antíteses
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 975-990
Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 975-990
1984-3356
reponame:Antíteses
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Antíteses
collection Antíteses
repository.name.fl_str_mv Antíteses - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv antiteses@uel.br||
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