La práctica de enseñanza de profesores en formación de pedagogía en historia, geografía y ciencias sociales. Una aproximación desde el portafolio.

Abstract

The concern for the initial training of teachers in Chile leads us to develop this qualitative descriptive research, with the intention of analyzing, from the portfolios, the teaching practice of teachers in training in Pedagogy in history, geography and science of the Autonomous University of Chile, Talca headquarters. The results indicate teaching with a focus on student activity, diverse use of activities and evaluation procedures consistent with the skills of the discipline: work with sources and communication.