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espanolEl articulo presenta hallazgos obtenidos a partir de una investigacion en torno a las buenas practicas de ensenanza de docentes de la carrera del Profesorado en Historia de la Universidad Nacional de Mar del Plata, Argentina. Mediante encuestas, el profesorado de nuestro estudio ha sido escogido por sus estudiantes, como aquellos profesores memorables quienes han dejado una huella potente en su formacion disciplinar y pedagogica. A traves de entrevistas, se indago acerca de las practicas de ensenanza del personal docente universitario desde sus propias voces y testimonios. Se adopto el enfoque metodologico biografico-narrativo, pues este permite reconstruir la experiencia de los sujetos a traves de sus narrativas, atribuyendo significados y sentidos a sus practicas, sus experiencias vitales y trayectorias profesionales. El cuerpo docente, ademas de generar empatia con sus estudiantes, condicion central de la buena ensenanza, demuestra en sus testimonios una gran preocupacion por la ensenanza del pensamiento historico, la interdisciplinariedad y por cuestiones ligadas a las emociones puestas en juego en el acto de educar. Asi, la relevancia de la investigacion se funda en recuperar aquellas buenas experiencias didacticas en la ensenanza universitaria desde un enfoque que posiciona al sujeto y a su narracion en un lugar central para la produccion de conocimiento. Los hallazgos que se explicitan aqui, abren perspectivas de dialogo en el contexto regional susceptibles de enriquecer la formacion docente, al tiempo que permiten interpretar las tramas conceptuales derivadas de los relatos de los profesores, sobre aspectos que hacen a la ensenanza de la historia, las practicas docentes y al contexto sociocoyuntural en la que estas se enmarcan. EnglishThis article presents findings from our research on best teaching practices of the History Department’s Faculty at the National University of Mar del Plata in Argentina. The study was based on surveys conducted among professors selected by their students as having been the most memorable and who significantly impacted their disciplinary and pedagogical training. The surveys probed at identifying actual teaching practices as conveyed through the voices and testimonies of the actual professors. The subjects were able to reconstruct their own experience through a biographical-narrative type methodology in which they recalled those moments that most resonated with their students as well as highlights of their professional careers. The professors emphasize that creating empathy with their students was an important aspect of good teaching practices. The faculty were also greatly concerned about developing skills within their students that involve historical thinking, interdisciplinarity and emotional issues that come into play when teaching. A particularly noteworthy aspect of this study is how it gathers best college-level teaching practices from a standpoint where the subjects, through their narratives, play a central role in developing knowledge. Our findings, as revealed through the university faculty narratives, reveal the need for more regional dialogue to broaden perspectives on teacher training to address concepts such as teaching History and teaching practices within their concurrent social framework.

revista educación

La enseñanza del pensamiento histórico en la formación docente. Una investigación narrativa sobre las prácticas docentes en el profesorado universitario memorable