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The group of History student teachers coming from the University of La Plata share the need to question the methods of teaching this subject in the different schools where they will have to do their internships. They also intend to introduce significant changes in their lessons regarding their students’ construction of the concept of history. However, on many occasions, their teaching has become strained by different experiences — their own, for example — that have been internalized throughout primary and secondary school. Several studies point out the importance of the «steps» taken in the different educational institutions due to their lasting effects and the strong impact they have on the professional practice, especially during the first times. This is why different specialists in the field of education consider the school biography to be the first stage of the teacher training. In this work, we will analyze student teachers’ biographies so as to explore what they highlight and what they question about history as taught in their own school experiences to unravel the impact on their registrations and later on their training. At the same time, we will attempt to analyze the connection between their teacher trainings and the theoretical framework and methods of teaching/learning developed in their professional training, taking into account the multiple strains present in the actual educational practice.

Las prácticas en la formación de profesores: desentrañando prácticas. aproximaciones a las biografías escolares de los practicantes de Historia y sus relaciones con la práctica escolar como profesores en sus residencias docentes