Geography and History teachers training in Portugal: a decade of action-research after Bologna Process

Authors

  • Glória Solé Universidade do Minho
  • Elsa Pacheco Faculdade de Letras da Universidade do Porto
  • LAURA MARIA PINHEIRO DE MACHADO SOARES Faculdade de Letras da Universidade do Porto

DOI:

https://doi.org/10.47553/rifop.v34i3.81879

Abstract

Thirty years after the beginning of teacher training in the context of Masters in Geography and/or History Teaching in the 3rd cycle of Basic and Secondary Education and a decade upon the education model implemented by Bologna process, a reflection is proposed here on the action- research themes of the Internship Reports presented in Portuguese Universities where exists this 2nd Cycle of Studies. After consulting the respective Scientific Repositories, an initial assessment is made of the main words used in the report titles of the two subject areas, detailing after our analysis of the works developed at the Universities of Minho and Porto, based on their categorization into themes, duly specified through descriptors prepared for this purpose. We conclude that the themes of the reports are directed more towards the development of competencies centered on values anchored in the real life of students and less on technology-based subjects, as we expected.

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Published

2020-11-27

How to Cite

Solé, G., Pacheco, E., & SOARES, L. M. P. D. M. (2020). Geography and History teachers training in Portugal: a decade of action-research after Bologna Process. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 34(3). https://doi.org/10.47553/rifop.v34i3.81879

Issue

Vol. 34 No. 3 (2020): Teacher Education on Social Sciences

Section

Monográfico

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