La reflexión sobre las finalidades de la enseñanza de la historia. Un estudio de caso en la formación inicial del profesorado en el sistema educativo mexicano

Abstract

This research focuses on initial teacher training, bursts into the field of teaching history and the theoretical and methodological traditions of different purposes on fundamentals, falls within the critical paradigm adopts a qualitative perspective and uses action research and case studies to address situations related to professional practice of a group of student teachers in the context of the Mexican educational system. The working part of the characterization of different traditions to provide a benchmark to help identify where students are located. Then, by means of a questionnaire and an interview in depth are described, analyzed and interpreted the distinctive features of the teaching model used their history teachers for basic education and high school. Observational learning is seen as the main source to define the style of teaching normalistas and for that reason, later a planning itself is used for comparing the treated dimensional representations with which implemented when teaching history. Finally, write a text on the normative ideal which is derived from the sequence to have marked so as to judge whether the end of the process evolved into other proposals on the aims and teaching of history. This activity is similar to a diagnosis and includes evidence on the decision of the students to participate in a training environment that incorporates the presentation, analysis and implementation of other educational projects. The next phase is aimed at generating schemes of action and reflection that exceed the initial representations regarding the ability to describe, explain, justify and argue the teaching of history from a variety of purposes. The acquisition of skills developed in seminar meetings where normalistas are involved in resolving problem situations that arise. At that time, written documents are collected on the ability to correlate the purposes for teaching elements of traditions, critically analyze curriculum materials for primary education and evaluate their experiences as students and teachers of history. The final phase is destined to experience different perspectives to teach history (akin to a new training ideal) and systematically assess their ability to achieve the goals that are promoted. At this stage the evidence are concatenated together, from scheduling action (plannings and field diaries), classroom practice (observation guide, audio recording, daily class learning products), to the reflection back on the tensions that appear to articulate ideas or intentions, logical consistency in curriculum design and implementation. The research results indicate that educational change has to be conceived as an improvement in knowledge, skills and attitudes required for teaching, a path must start from admission to teacher training institutions and conducted continuously, but also is proven the possibility that the critical tradition an option from initial training. However, the knowledge gained is relative to a specific context and therefore, the transferability of the findings to other settings must take into account the similarities, correspondences and circumstances of each study subject.

Date of Award	28 Apr 2015
Original language	Spanish
Supervisor	Antonio Manuel Santisteban, A. (Director)