Los profesores principiantes enseñan historia

Abstract

The aim of this study was to determine as incorporated into the teaching and in this context as taught history new teachers graduated from the professorships in History of UNGS (National University of General Sarmiento) and ISFD nº 42 (Institute of Training teachers). They are consid-ered new teachers or novice teachers who are in the first three years of professional practice.The information presented herein was collected through a qualitative type of research conducted between the HDI (Human Development Institute), belonging to the National University of General Sarmiento and the Higher Institute of Teacher Education nº 42 San Miguel, province of Buenos Aires. This project, conducted from 2008 up to 2010, was led by Dr. Gabriela Diker, who then served as training coordinator of the HDR of UNGS. Questions like: What are the difficulties faced by beginning teachers, how do they elaborate responses to these difficulties?, how developed the teaching of history?, what resources and materials used for it?, how influence the trajectories of teacher training on best practices developed by beginning teachers? will guide in order to investigate the teaching career in this initial period, then, characterize, analyze and finally re–evaluate the scope and limitations of the informa-tion provided by research.An interesting point is to compare the formative stages by which crossed the graduates of both institutions, bearing in mind that a group of graduates formed in a university and the other group of teachers from a tertiary institution. The aim is to identify whether basic training institutions have some influence for differentiating comparatively practices of a group over the other.

Keywords

• new teachers
• history teaching
• teacher training