La explicación en la clase de Historia. Una aproximación desde las experiencias de los y las practicantes en la formación inicial

Abstract

The explanation, as well as understanding and interpretation, not only in the development of the historical discipline knowledge but also in teaching, occupies a central place in teacher training. It is possible to identify different levels of professorial discourse analysis and narra-tive frames that construct meanings about the past, present and future. The explanation is imposed as a recurring and necessary strategy in the practice of teaching. There are different conditions that are manifested when thinking in the teaching building of explanation in history class and discursive modes that guide historical narratives.We address in this paper one of the problematic knots, as we have observed in practices of History teaching by students in their initial training. The assumptions we share become a reflective paper on our experience as trainers of History teachers in the Faculty of Humanities, National University of Comahue, Argentina.

Keywords

• teaching practice
• taught history
• explanation