Formative research in the initial training of History and Geography teachers. Student speeches

Abstract

This study aimed to understand the discourses that preservice teachers in History and Geography have about the construction of knowledge in research. An interpretive perspective was used, with a qualitative approach. Nineteen students in their last year of teacher training from three universities in the south-central area of Chile participated. The information was collected through focus groups and analysed by condensation of meanings. Three categories of meaning emerged. The first is the research associated with the discipline, the biography and experience that the future teacher presents in his training process is associated with references of those who train him, the academics who research, preferably in the field of the discipline. In the second, appropriation of a technical domain, the meanings are shown anchored in traditional devices, reproducers of models. In the third, research as construction with 'others', the polyphony of voices contributes to the approach to the object of study and allows an analysis matrix nourished by interpretative diversity. An opaque status of research is drawn in the initial training of teachers.