Critical reflection as an element of professionalization of the initial training of history teachers

Abstract

The reflexive practice is considered an essential piece for a professionalization of the teaching staff. Authors suggest that critical reflection would help teachers to identify the underlying ideologies of their own practice, and even more, in the case of teaching history, since it entails discursive practices that are constantly mediated by power relations. However, various investigations show that history teachers do not possess the necessary skills to develop reflexive processes. In this way, the objective of this work is to reflect on the need to systematically intend critical reflection in the initial training of history teachers, as a fundamental element for their professionalization. Finally, it can be concluded that initial academic training of history teachers needs to incorporate training processes such as the dialogical reflection from a critical perspective.