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En sociedades con memorias divididas y contradictorias sobre su pasado cercano, la memoria histórica resultante está fuertemente condicionada por un proceso de construcción cultural, público y mediatizado que dificulta un adecuado tratamiento educativo de la historia reciente y la memoria en las aulas. Este es el caso de España, donde, tras una cruenta guerra civil (1936-1939), una larga dictadura (1939-1975) y una transición a la democracia pactada, la memoria histórica continúa despertando relatos enfrentados, fuertemente conectados a intereses del presente. En esta investigación nos hemos centrado en las opiniones de un grupo de 39 profesores de siete ciudades y territorios históricos españoles, que han sido entrevistados con el objetivo de conocer sus experiencias y analizar sus concepciones respecto a la memoria histórica y su gestión pública en España. Las percepciones de los docentes son relevantes por ser representativas de una población culta, con formación histórica, pero sobre todo por cuanto ejercen un papel fundamental en la construcción o transmisión de memorias desde el ámbito educativo. Los resultados muestran una profunda división en torno a la memoria histórica y su recuperación en el contexto español. A pesar del tiempo transcurrido, los profesores de historia no dudan en reconocer en el presente la fractura social de la guerra civil y el franquismo, que conectan con ideologías y discursos políticos actuales. Esta situación, a nivel educativo, conlleva el tratamiento de dichos acontecimientos desde miradas equidistantes e igualadoras para evitar el conflicto y la interpretación problematizada en pro de una visión superficial y pacificadora. Estos resultados nos permiten comprender cómo ciertas memorias colectivas de sociedades en conflicto perduran en el tiempo y es la polarización del presente la que potencia una lectura mitificada del pasado. In societies with divided and contradictory memories of their recent past, the resulting historical memory is heavily conditioned by a process of cultural, public, and mediatized construction that hinders a proper educational treatment of recent history and memory in the classroom. This is the case of Spain, where, after a long dictatorship (1939-1975), an agreed transition to democracy and the memory of the civil war (1936-1939), continue to give rise to conflicting narratives, strongly connected to present interests. In this study, we focus on the conceptions and opinions of a group of 39 teachers from seven Spanish cities and historical territories. They have been interviewed in order to learn about their experiences and to analyze their conceptions regarding historical memory and its public management in Spain. Teachers’ perceptions are relevant because they are representative of an educated population, with historical training, but above all because they play a fundamental role in the construction or transmission of memories from the educational sphere. The results reveal a deep divide around historical memory and its recovery in the Spanish context. Despite the time that has passed, history professors do not hesitate in recognizing today the social fracture of the civil war and Franco’s regime, which they connect with current ideologies and political discourses. At educational level, these events are treated from an equidistant and equalizing perspective in order to avoid conflict and problematized interpretation in favor of a superficial and pacifying vision. The results suggest that certain collective memories of societies in conflict persist over time, and that it is the polarization of the present that encourages a mythologized reading of the past. Em sociedades com memórias divididas e contraditórias sobre seu passado recente, a memória histórica resultante está fortemente condicionada por um processo de construção cultural, público e midiatizado que dificulta um adequado tratamento educacional da história recente e da memória na sala de aula. Esse é o caso da Espanha, onde, após uma longa ditadura (1939-1975), uma transição à democracia pactada e a memória da guerra civil (1936-1939), continuam despertando relatos enfrentados, fortemente conectados a interesses do presente. Nesta pesquisa, focamo-nos nas concepções e opiniões de um grupo de 39 professores de sete cidades e territórios históricos espanhóis, que foram entrevistados com o objetivo de conhecer suas experiências e analisar suas concepções quanto à memória histórica e sua gestão pública na Espanha. As percepções dos docentes são relevantes por serem representativas de uma população culta, com formação histórica, mas principalmente por quanto exercem um papel fundamental na construção ou transmissão de memórias a partir do âmbito educacional. Os resultados mostram uma profunda divisão em torno da memória histórica e sua recuperação no contexto espanhol. Apesar do tempo transcorrido, os professores de História não duvidam em reconhecer no presente a fratura social da guerra civil e do franquismo, que conectam com ideologias e discursos políticos atuais. Essa situação, no âmbito educacional, implica o tratamento desses acontecimentos sob visões equidistantes e igualadoras para evitar o conflito e a interpretação problematizada em prol de uma visão superficial e pacificadora. Esses resultados nos permitem compreender como certas memórias coletivas de sociedades em conflito permanecem no tempo, e é a polarização do presente o que potencializa uma leitura mitificada do passado.

Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings.

The purpose of this dissertation is to explore how history teachers in Swedish upper-secondary school perceive voluntary external tests in history. The study focuses on history teachers' perceptions of 1) the design of the tests, 2) the implementation of the tests, 3) the use of the tests and 4) the impact of the tests on their assessment practice. The overall aim is to investigate how historical culture, as it is expressed in the school subject of history, changes over time. The analytical focus for the study has been to explore the significance of knowledge assessment in general, and voluntary external tests in particular, for this change. The temporal focus for the study has been the 2011 Swedish school policy reforms manifested in the curriculum for upper-secondary school (Gy11). The theoretical framework combines theory of history didactics and theory of assessment. Historical culture and assessment culture are the central concepts of the study. The overall hypothesis of the study is that the relationship between the school's historical-cultural dimension and the assessment-cultural dimension contains a latent tension referred to as the dilemma of the fourth quadrant. The empirical material was collected from qualitative interviews with eight history teachers. The first sub-study included four teachers during the year 2009 who had used a voluntary external test named the History Teachers' Test (HLP). The second sub study included four teachers during the year 2016 who had used a voluntary external test named the Course Test in History (KP). The results show that history teachers perceive and handle the external tests in different ways. One possible interpretation of this difference is that the tests respond to different needs or problems. In the study, two such problem areas have emerged, the equivalence problem and the alignment problem. A conclusion based on the empirical results is that the HLP-teachers use the test results for a summative purpose to deal with an equivalence problem, while the KP-teachers use the test tools for a formative purpose to deal with an alignment problem. The results also show that there is strong a connection between the school's historical-cultural dimension and assessment-cultural dimension, manifested in the history teachers' different ways of perceiving and using voluntary external tests.

Orientador: Maria Carolina Boverio Galzerani Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Esta tese desenvolveu-se a partir de experiência vividas como professor de Prática de Ensino de História na Universidade Comunitária Regional de Chapecó. Após o término do trabalho com cada turma surgiam preocupações em relação ao que acontecia como eram as relações e atividades desenvolvidas por estes professores iniciantes. Neste sentido, busquei através do diálogo com ex-alunos, as possíveis respostas para o seguinte problema: Como os alunos egressos, do Curso de História da UNOESC ¿ Chapecó, nos anos de 1998 e 1999, avaliam as experiências vivenciadas na passagem de acadêmicos para profissionais? Como objetivos elenquei: verificar como os professores de História em início de carreira avaliam suas experiências, enquanto profissionais; perceber como é o fazer-se profissional dos professores de História em início de carreira. Para nortear a pesquisa utilizei-me de questões calcadas nos aspectos: da subjetividade do novo professor; das atividades docentes; do relacionamento profissional; da avaliação da formação inicial; da participação nas lutas da categoria; da formação continuada. Como fontes de pesquisa utilizei relatórios de estágio e de pesquisa produzidos pelos professores depoentes, materiais técnicos da universidade, além das memórias e experiência vividas pelos professores em início de carreira. Como ferramentas teóricas contribuíram Mikhail Bakhtin, Walter Benjamin, Eduard Thompson e Lev Vygotsky. Como foi possível captar elementos que vão além da idéia de formar professores, que há um fazer-se professor. Nesse sentido percebo um emaranhado de relações que se constituem quando os professores se relacionam com diferentes sujeitos. Ao produzir conhecimentos numa perspectiva dialógica procurei ver os fragmentos, os estilhaços das relações nas narrativas das professoras, mas também a totalidade ao pensar as relações desenvolvidas na escola racionalizada. Possibilitou-me perceber nessa relação com o outro dos depoentes, o quanto é necessário para nós pesquisadores respeitarmos e valorizarmos o outro na relação de pesquisa fazendo com que o outro -o depoente - se torne sujeito, que também tenha autoria Abstract: This thesis developed itself out of experiences lived as a professor of Teaching Practice of History at Universidade Comunitária Regional de Chapecó. After finishing the work with each group, worries came up towards what happened and how the relations and activities were developed by these beginner teachers. In this sense, I searched through dialogue with ex-students, the possible answers for the following issue: How did the students who egressed the History Course at UNOESC ¿ Chapecó in 1998 and 1999 evaluate experiences lived in the passage from students to professionals? As objectives I ranged: Verifying how the History teachers at the beginning of their careers evaluate their experiences as professionals: Realizing how it is making professionals of the History teachers at the beginning of career. To lead the search I made use of issues based on aspects from: the subjectivity of the new teacher; teaching activities; professional relationship; evaluation of the initial degree; participation in the struggles of the category; continuous Teacher education. As sources of research I made use of internship and research reports made by the interviewed teachers, technical materials of the university, besides the memories and experiences lived by the teachers at the beginning of career. As theoretical tools I had the contribution of Mikhail Bakhtin, Walter Benjamin, Eduard Thompson and Lev Vygotsky. As it was possible to captive elements which go beyond the idea of forming teachers, that there is the makings of a teacher. In this sense I have realized an entanglement of relationships that constitute when the teachers relate themselves with different subjects. While producing knowledge in a dialogic perspective I tried to observe the fragments, parts from the relationships in the teachers¿ narratives, however, the totality while thinking the relationships developed in the rationalized school as well. It was possible to be realized in this relation with the other of the deponents, how much it is necessary for us researchers to respect and give value to the other in the research relation making the other ¿ the deponent ¿ becomes himself/herself the subject, who also has authorshi Doutorado Educação, Conhecimento, Linguagem e Arte Doutor em Educação

The article demonstrates that secondary education is a powerful moderator of the historical memory for new generations of Ukrainian citizens. Now historical memory is in the focus of scientific attention. The role of modern historical education as formation of collective memory and identity of young generations of Ukraine has become a field of study for scholars. Most researchers focus primarily on textbooks as tools for transmission of collective memory. Thus, we expanded the subject field of study of school history education by investigating the role of a teacher of history, who forms the vision of the past among the students. The empirical level of the research is based on the materials from the media archive of the Centre of Urban History of East-Central Europe. They represent transcripts of discussions teachers of history that worked at secondary schools in different Ukrainian cities (2011–2012). While working on these materials, the goal was to summarize personal experience of teachers in teaching national history; to clarify the role of the teacher in interpretation of textbook information during classes; to study values, attitudes and practices of the environment of school teachers of history in independent Ukraine, which are important factors for the students’ collective memory.As a result, the research proves that the transition of didactic history from the Soviet to ethnocentric vision is carried out while preserving the archaisms of the authoritarian era. Students’ conformism, which was typical for the Soviet school, had been transformed into utilitarian pragmatism with the exclusivity of the final assessment. Constant changes in curricula and textbooks and their overload, excessive politicization of material and suggestion of a “victim complex”, slow introduction of methods that facilitate students’ self-understanding and critical discussion, priority role of teachers in creating national history are remarkable for the secondary education. An important aspect of collective memory is creation of a new concept of school education.

This article presents an analysis of seven Swedish lower secondary school teachers’ personal experiences of the Cold War period, told in life story interviews which also related to their profession as history teachers. The aim is to analyze how personal experiences of history and personal memories may affect how history is approached by teachers and to discuss what relevance that may have for history education. Applying theories of historical culture and collective memory, we argue that the interviewed teachers display a collectivized historical experience imbued with cultural contingency, both entangled with – and at the same time detached from – personal memory. The reproduction of historical culture and collective memory seems detached from personal experience and instead, related to cultural narratives. The study finds that the teachers’ personal experiences are strongly affected by and filtered through the culturally contingent narratives of the historical period in which the teachers have lived their lives. Furthermore, the interviewed teachers did not address the reconstructive and disciplinary aspects of history that may arguably be an essential aspect of history education in Sweden and most Western countries. Keywords: Collective Memory, History Education, Cold War, History Teachers, Historical Culture Kalla kriget, historiekultur och historieundervisning: Svenska lärares sammanflätning av historiska berättelser och minnen SammandragI den här artikeln analyseras sju svenska högstadielärares personliga upplevelser från kalla kriget, berättade i livsberättelse-intervjuer som också relaterade till deras yrke som lärare. Livsberättelse-intervjuerna skapade förutsättningar för en analys av hur lärarnas personliga erfarenheter av historia och deras personliga minnen kan påverka hur de närmar sig historien, vilket också öppnar för en diskussion om vilken relevans deras minnen har för deras historieundervisning. Genom en analys med historiekultur och kollektivt minne som teoretiska verktyg, menar vi att de intervjuade lärarna uppvisade tecken på en kollektiviserad historisk erfarenhet genomsyrad av kulturell kontingens sammanlänkad med – och samtidigt avskild från – personliga minnen. Reproduktionen av historiekulturen och ett kollektivt minne förefaller ha varit avskild från personliga erfarenheter och istället relaterad till kollektiva berättelser. Studien visar även att lärarnas personliga erfarenheter och minnen är starkt påverkade av, och filtrerade genom, de kulturellt betingade berättelser som beskriver den period då lärarna har levt. I intervjuerna saknades emellertid tecken på en insikt i hur lärarnas minnen påverkats av kulturellt betingade berättelser om kalla kriget. Lärarna utelämnar även diskussioner om de rekonstruktiva och disciplinära aspekterna av historia, som kan sägas vara en viktig del av historieundervisning i Sverige och i större delen av västvärlden. Nyckelord: kollektivt minne, historieundervisning, kalla kriget, historielärare, historiekultur

La inclusión de tecnología digital en la enseñanza constituye actualmente un asunto de singular relevancia para la mejora educativa, a la vez que plantea enormes desafíos a las instituciones y particularmente a los docentes. Este fenómeno ha suscitado una serie de interrogantes vinculadas a las percepciones que tienen los profesores y las actitudes que adoptan respecto a la integración de tecnología en sus prácticas de enseñanza y a los factores que inciden en dicho proceso. El presente artículo contiene las líneas centrales de una investigación destinada a penetrar en el sentido y los significados que construye el profesorado de Historia de Educación Secundaria en torno a la introducción en el aula de las computadoras portátiles (XO) del Plan Ceibal, los criterios pedagógicos que impulsan su uso y sus implicancias tanto para la enseñanza de esta disciplina como para la resignificación del rol docente. Enmarcado en una metodología cualitativa de enfoque etnográfico, se realizó un estudio de casos de tipo múltiple, contando con la colaboración de diez profesoras de historia que desempeñan funciones en liceos públicos de Montevideo. Mediante un modelo interpretativo de características fenomenológica y hermenéutica, se procuró describir y comprender los casos objeto de estudio a través de entrevistas en profundidad, observación de clases y análisis documental. La evidencia empírica recogida mostró una significativa heterogeneidad de situaciones en cuanto a los modos de apropiación e integración de esta tecnología y la aparición de algunos cambios incrementales en el rol docente. Se observó, asimismo, cómo los enfoques didácticos atribuidos al uso de las XO permanecen aún sujetos a modelos tradicionales de gestión curricular, lo que estaría indicando la necesidad de repensar la formación de nuevas competencias para el trabajo docente y la creación de condiciones que faciliten y estimulen la propagación de prácticas pedagógicas transformadoras. The inclusion of digital technology in teaching and training processes is particularly relevant to their improvement and, at the same time, challenges both educational institutions and teachers. Many questions have arisen in this sense since the implementation of the new tool. How do teachers perceive the use of technology? How can they integrate technology to their usual teaching practices? Which are the factors intervening in this process? This paper contains the main lines of a research aiming at penetrating the sense and the meanings associated by high-school History teachers with the use of Ceibal Project’s XO laptops in class work. We also take into consideration the pedagogical criteria supporting the use of XO and its implications on both History teaching methods and the role of History teachers. A multiple-case study has been conducted applying an ethnographically-focused qualitative methodology. Ten female History teachers working in state high-schools in Montevideo have willingly participated in this study. A phenomenological hermeneutical interpretation model -including in-depth interviews, class observation and document analysis- has been developed for the purpose of learning, describing and properly understanding the cases in question. The empirical evidence collected has shown remarkably heterogeneous situations concerning the modes of acquisition and integration of the new technology by teachers, as well as the intervention of certain changes in the scope of the teachers’ role. Likewise, the didactical approaches stemming from the use of XO laptops still adhere to traditional curriculum-management patterns. Consequently, it seems necessary to develop new teaching skills, as well as suitable conditions that facilitate and encourage the generalisation of innovative pedagogic practices.

The study aims to investigate the perceptions of pre-service teachers who will teach history courses and to learn their views about purposes of history teaching.This research study was conducted with 169 pre-service middle school social studies teachers and 39 pre-service secondary school history teachers. Qualitative research design was used in this study. The data of this study were collected by data collection form including two questions. The results of the study showed that the prospective teachers generally perceive the history as an objective science. It was observed that the students have nationalist-conservative perspective. Also, it was seen that preservice teachers generally emphasize the history as learning from the past and directing to the future in terms of the results regarding the views towards history teaching. Besides this, the pre-service teachers stated that the purpose of history teaching is improving national identity and consciousness. Contrary to this, the pre-service teachers did not mention some purposes of history teaching, such as raising effective citizens, developing democratic perspective, creative thinking, and historical thinking. © Kamla-Raj 2015.

This article presents the Quebec ministry of education’s (MELS) strategy for diversifying the national historical narrative that is transmitted in the province’s History and Citizenship Education program as well as the manner in which Francophone national history teachers put this strategy into practice. In bringing research on their social representations and historical consciousness together, this paper looks at some of the main challenges that these teachers face when specifically harmonizing two of history teaching’s central social functions for catering to narrative diversity. When seeking to adequately balance the transmission of a national identity reference framework with the development of autonomous critical thinking skills, it becomes clear that these teachers’ general quest for positivist-type, true and objective visions of the past as well as their overall attachment to the main markers of their group’s collective memory for knowing and acting Québécois impede them from fully embracing the diversification of the province’s historical narrative. The article ends by raising some important questions regarding the relevance of assisting teachers to authentically develop their own voice and vision for harmonizing the two aforementioned functions of history teaching and for being answerable to the decisions they make when articulating and acting upon such beliefs in class.

Este artículo refleja resultados del Mixed Methods research project CAOHT. En el projecto, es investigado como libros de textos de history se utilizan en escuelas secondarias en Austria en el contexto del cambio de paradigmas hacia orientación en competencias que fue introducido en 2008. Resultados de observación participante qualitativa en 50 lecciones de historia y entrevistas cualitativas y semistructuradas con 50 profesores mustran la crucial importancia de libros de textos para profesores y la influencia grande que tienen a la educación de la historia en los colegios. No obstante, en la formación inical del profesorado, el trabajo con libros the textos juega un papel no decisivo. El el artículo, se afirma por tanto que en la formación inicial del profesorado, los futuros profesores deberían aprender a trabajr con libros de textos de forma reflectiva. Lo último apoayaría los intentos de implementar el pensiamiento histórico/ científico en la práctica de la educación de la historia en Austria. This study was conducted within the framework of the research project CAOHT2 which aims to determine how history textbooks are used in Austrian secondary schools in the context of the paradigm shift towards historical thinking that was implemented in 2008. The results, obtained from qualitative participant observation in 50 history lessons and from semi-structured qualitative interviews with 50 teachers, show the importance of textbooks for teachers and the big influence they have on history lessons. However, in initial teacher education, work with textbooks plays a minor role. It is argued that in initial teacher education future teachers should learn to work in reflective ways with textbooks since this would support the ongoing attempts to implement historical thinking in the practice of history education in Austria. Cet article reflète les résultats d’un projet de recherche sur les méthodes mixtes CAOHT. Dans ce projet, on étudie comment les manuels d’histoire sont utilisés dans les écoles secondaires en Autriche dans le contexte du changement de paradigme vers l’orientation des compétences qui a été introduite en 2008. L’observation qualitative des participants se traduit par 50 leçons d’histoire et entretiens qualitatifs et semi-structuré avec 50 enseignants qui montrent l’importance des manuels pour les enseignants et la grande influence qu’ils ont sur l’éducation de l’histoire dans les écoles. Cependant, dans la formation initiale des enseignants travaillant avec des livres, les textes jouent un rôle non décisif. Dans l’article, il est affirmé que dans la formation initiale des enseignants, les futurs enseignants devraient apprendre à travailler avec les manuels de manière réfléchie. Ce dernier soutiendrait les tentatives de mise en oeuvre de la pensée historique / scientifique dans la pratique de l’enseignement de l’histoire en Autriche.

D.Phil. History education is part of the intellectual project of high school education and its textbooks matter in terms of their educational brief. History textbooks have a significant role to play, especially in South African classrooms where many teachers have no access to any other media or subject knowledge. Moreover, textbooks represent a sample of a body of knowledge, which can be understood to pass on a sociocultural inheritance, encoded in language and images, as they record the education system's epistemological position in a 'slice in time' with the prevailing mindset in it. This mindset is partly captured in the curriculum, which can be interpreted to affirm that controlling the present and shaping the future rely to some extent on controlling the manner in which the past is presented. The study aims to find out how texts construct or encode this mindset, and how the strategy of their constructors can be recognised or decoded. This aim is realised through exploring a particular topic, namely that of theories of race and racism and their impact, in a set of 10 officially approved grade 11 history textbooks and their teacher guides. To fit the aim of this study, sociocultural theory was deemed as appropriate for the overall lens informing the methods of text analysis and the discussion of the findings. From such a theoretical perspective, instruction and accompanying semiotic tools are considered to be a major avenue for mediating students' /pupils' motives, cognition, and their social development, and hence textbooks, as instructional media, can be regarded as important mediating tools. To investigate this dynamic I pose two research questions: Firstly, how can an interdisciplinary approach to textual analysis be utilised to construct a model for textbook analysis? This question arises from a lack of theoretical, epistemological and ontological considerations of textbook research and addresses a gap in the literature. The second question is, how can such a model be demonstrated 'in action' to analyse one theme in a series of 10 grade 11 history textbooks? Given the historical theme of the impact of 19th century race theories leading to genocide, this research has a humanistic interest in the subject matter and this, in turn, defined the bounded case of this inquiry. The methods are my own hybrid of hermeneutic analysis, discourse analysis, visual analysis, question (pedagogic) analysis, critical analysis, and semiotic analysis. These are all interpretive methods, which are suitable for an inquiry into meaning-making. To realise the aim of constructing an interdisciplinary model for text analysis, I devised five categories or dimensions, namely "making own historical knowledge", "learning empathy", "positioning a textual community", "fashioning stories", and "orientating the reader". These five dimensions are explained in detail, both their deduction from theory and their induction into the research process. These dimensions, once stabilised, had become heuristic devices that guided not only the way I looked for 'answers' to the research questions, but also the overall structure of the thesis.

54 Charis Psaltis, Eleni Lytras and Stefania Costache; :ill. ;30 cm; Translation of: "Οι εκπαιδευτικοί ιστορίας στην Ελληνοκυπριακή και Τουρκοκυπριακή κοινότητα της Κύπρου: αντιλήψεις, πεποιθήσεις και πρακτικές".; Includes bibliographical references (p. 46-50).

Χάρης Ψάλτης, Ελένη Λύτρα και Stefania Costache; σ. :εικ. ;30 εκ; Περιέχει βιβλιογραφία (σ. 48-51).

54 Charis Psaltis, Eleni Lytras and Stefania Costache; :tables ;30 cm; Translation of: Οι εκπαιδευτικοί ιστορίας στην Ελληνοκυπριακή και Τουρκοκυπριακή κοινότητα της Κύπρου : αντιλήψεις, πεποιθήσεις και πρακτικές.; Includes bibliographical references (p. 46-50).

In 2004, an upper Midwestern school district received a grant to administer content-specific professional development to teachers of American history. A series of nine master’s level, deg ree-eligible courses were developed and administered by the local university’s history department. At the conclusion of the grant activities in spring of 2008, the teacherparticipants were invited to be interviewed. The purpose of the interviews was to determine teacher motivation for taking the courses and each teacher’s overall impression of the effectiveness of the professors and course content. Additional data were gathered including demographic data such as years of experience and level of education for each of the history teachers and i nterviews with the history professors. One unique theme that emerged from the data was the expectation of specialized treatment.

[spa] Objetivos Generales:A. Conocer las principales características que ha tenido la formación inicial de los Profesores de Historia, Geografía y Ciencias Sociales chilenos.B. Conocer las principales características que ha tenido la formación permanente de los profesores de Historia, Geografía y Ciencias Sociales chilenos.C. Averiguar la percepción que los profesores de historia chilenos tienen sobre el grado de utilidad de la formación inicial y permanente.D. Averiguar la percepción que los profesores de historia chilenos tienen de los efectos que ha representado la Reforma educacional en el Sector Curricular: Historia y Ciencias Sociales.Metodología:Esta investigación utilizó como instrumento de recolección de información un cuestionario de 90 preguntas, estructurado en cuatro ámbitos. En su elaboración se cumplieron las fases normalmente establecidas por los especialistas en metodología de la investigación y se consideró como criterios aspectos como: las características del objeto de estudio de la investigación; el nivel de rigor y de calidad, la capacidad del personal participante; el acceso a las fuentes de información necesarias; el tiempo; los recursos disponibles y los costos humanos, sociales y económicos.Con ese instrumento se recogió información sobre el tipo de formación que ha predominado entre los profesores chilenos de Historia, Geografía y Ciencias Sociales, tanto en formación inicial como permanente. Además, se abordó sus áreas de conocimiento y preparación profesional, tanto en aspectos disciplinarios como pedagógicos, en el contexto de una Reforma educacional que tiene políticas de perfeccionamiento permanente para los docentes y que demanda de ellos nuevas competencias, habilidades y dominios de contenidos.El cuestionario fue sometido a la totalidad de los profesores de historia de la V Región. Luego de tres convocatorias se logró completar 186 cuestionarios, que representan un 38,5% del total.Aportaciones:Esta tesis doctoral llegó a varias conclusiones según los diversos objetivos e hipótesis. Su aporte mayor debe localizarse en que ésta constituye un primer acercamiento científico a la formación de los profesores de historia chilenos. En ese país, aún no se han establecido líneas de investigación sobre la Didáctica de la Historia y las Ciencias Sociales o la Formación del Profesorado. Por lo tanto, como investigación esta tesis representa un inicial mapeo de las características de esa formación que, sin duda, servirá para abrir nuevas investigaciones en el ámbito universitario y de información a las autoridades educacionales cuando toman decisiones relacionadas con el profesorado de Historia.Entre las conclusiones principales pueden mencionarse:La formación inicial de los profesores chilenos de Historia, Geografía y Ciencias Sociales estuvo dominada por los conocimientos históricos. Los profesores de secundaria han tenido una formación más de historiadores que de profesores, aún cuando ellos tampoco disponen de conocimientos adecuados en relación con la construcción del conocimiento histórico. Consideran que la formación histórica tuvo una calidad muy superior a la geográfica. La formación pedagógica es catalogada con muchas debilidades y a gran distancia de las otras dos disciplinas que han conformado los currículos universitarios.Existe un desconocimiento importante sobre planteamientos y corrientes historiográficas. Los docentes de secundaria no fueron formados siguiendo dichos criterios. En ellos predominó una formación tradicional centrada en historia política, de acuerdo a los comentarios históricos de las historias generales. La cientificidad histórica suele localizarse bajo una concepción positivista. Por lo demás, la relación de la historia con las ciencias sociales no siempre es percibida por los docentes como algo positivo. Ellos sienten que las ciencias sociales pueden ser un peligro para la forma como han concebido la enseñanza de la historia en el futuro.La formación de los profesores de historia ha durado el mismo tiempo que las demás titulaciones universitarias. La elección de estudiar pedagogía está fuertemente vinculada con el valor de la historia como disciplina. Las prácticas de enseñanza también fueron tradicionales, con un predominio evidente de las clases magistrales y expositivas.En formación permanente no existe una larga tradición. Entre los docentes no hay una cultura de la actualización. Un porcentaje importante de los encuestados no volvió a la universidad desde su egreso. Los que han hecho perfeccionamiento no quedaron satisfechos, porque no encuentran que esa formación continua haya servido para mejorar sus prácticas profesionales en las aulas.La utilidad de la formación inicial en el ejercicio profesional también quedó en discusión debido a que un porcentaje significativo de los encuestados consideró que esa formación tuvo escasa utilidad a la hora de desarrollar la profesión en un establecimiento escolar. La experiencia de la mayor parte de los docentes fue retomar el estudio de numerosos temas que en la universidad no se revisaron. Así quedó de manifiesto que en la confección de los currículos universitarios no se tomó en cuenta los programas de enseñanza en secundaria ni se conocía como tal la realidad de los profesores de historia. Por lo tanto, el grado de influencia y de impacto de la formación universitaria en el ejercicio profesional de esos profesores es mínimo.Al mismo tiempo, la investigación prueba que entre los profesores existe una percepción ampliamente negativa de las políticas educacionales desarrolladas por la Reforma educacional en Historia y Ciencias Sociales. El malestar de los docentes se debe a la falta de participación. Los profesores piensan que no han sido consultados debidamente por las autoridades antes de fijar las políticas educacionales. Consideran que la mayor parte de las políticas desarrolladas por la Reforma para el sector curricular Historia y Ciencias Sociales y en general para todos los ámbitos disciplinarios del currículo escolar no han sido bien implementadas. El nivel de crítica de los docentes de historia con esta Reforma educacional se ha concentrado precisamente en el grado de concretización de sus políticas.