Teaching how to teach history today:

problematizations and possible stakes for a critical analysis of initial teacher training devices

Authors

  • María Celeste Cerdá Facultad de Filosofía y Humanidades, Universidad Nacional de Córdoba, Argentina e mail: mcelestec@hotmail.com
  • María Noel Mera Facultad de Filosofía y Humanidades, Universidad Nacional de Córdoba, Argentina e mail: maria.noel.mera@unc.edu.ar

Keywords:

History Teaching , Initial Teacher Training Devices, Didactics of History

Abstract

In view of the complexity of initial teacher training and the challenging task facing those who teach History and Social Sciences today, this article takes up a number of questions in order to take a critical look at higher education courses. What is the knowledge/know-how required in the profession of teaching History? What role does Didactics play among them? What link is woven between didactic knowledge and the spaces of practice? Which History teachers are needed for the 21st century?

We intend to argue in favour of Didactics of History as a discipline of reference in teacher training, based on the conviction that it is a privileged field to open the conversation about some key issues in the paths that are followed to become teachers. Taking as a reference device the History Teacher Training offered by the Faculty of Philosophy of the National University of Cordoba, we bet on a critical, questioning and proactive look.

 

ARK CAICYT: https://id.caicyt.gov.ar/ark:/s16688090/507k7r1u1 

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Published

2024-09-06

How to Cite

Cerdá, M. C., & Mera, M. N. (2024). Teaching how to teach history today: : problematizations and possible stakes for a critical analysis of initial teacher training devices. Andes, 35(1), 208–237. Retrieved from http://170.210.203.22/index.php/Andes/article/view/4610

Issue

Vol. 35 No. 1 (2024)

Section

Dossier

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