历史教师专业知识(HTSK)

Francisco Javier Hernández-Gutiérrez, José Luis Monreal-Reyes, Brenda Berenice Ochoa-Vizcaya, Eugenio Lizarde-Flores
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引用次数: 0

摘要

本研究为认识和理解历史教师的专业知识(HTSK)提供了一个近似的理论分析模型。在这篇文章中,它基于一种论证,即首先考虑数学教学中所考虑的进步;虽然认识到两个学科之间的实质性差异,但为了构建另一个学科的第一个模型,也假设了其中一个学科的进步。数学教师的专业知识(MTSK)、历史教学和历史教学计划被认为是教师在教授历史时所揭示的特定知识的可视化证据。这正是它成为一门专业知识的原因。
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History Teacher’s Specialized Knowledge (HTSK)
The work offers a first approximation to a theoretical-analytical model for the recognition and understanding of the History Teacher’s Specialized Knowledge (HTSK). In the article, it is based on a justification that in a first order considers the advances that are considered in the didactics of mathematics and; although the substantial differences between both disciplines are recognized, the advances of one are also assumed, for the construction of the first model of the other. Mathematics Teacher’s Specialized Knowledge (MTSK), the didactics of history and a lesson plan for teaching history were considered to visualize the evidence of that particular and specific knowledge that a teacher reveals when teaching history. and that this is precisely what makes it a specialized knowledge.
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