Tuning History in Latin America

Autor/in	Velázquez Albo, Marco
Titel	Tuning History in Latin America
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 4, S.358-370 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216686522
Schlagwörter	Historians; History Instruction; Innovation; Thinking Skills; Program Descriptions; Teaching Methods; College Faculty; Meetings; Program Development; Historiography; Conflict; Global Approach; Competence; Educational History; Geographic Regions; Educational Attitudes; Surveys; Teacher Attitudes; Student Attitudes; Graduate Students; Undergraduate Students; Foreign Countries; South America + Suchen Sie Ihr Suchwort? Historian; Historiker; History lessons; Geschichtsunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Meeting; Tagung; Programmplanung; Geschichtsschreibung; Konflikt; Globales Denken; Kompetenz; History of education; Bildungsgeschichte; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Survey; Umfrage; Befragung; Lehrerverhalten; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Südamerika
Abstract	This article analyses the development and achievements of the area of History in the Tuning-Latin America Project from its launch in 2004 to its completion in 2013. Through two phases and nine general meetings, academics from Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Guatemala, Mexico and Peru, along with academics from Spain, Portugal and Italy, discussed the professional formation of future generations of historians. The debate centred on the concept of "competences" as the axis of training, a concept which generated innovative thinking and understanding but also friction due to specific historiographic traditions and regions. The Tuning-Latin America Project generated a significant body of documentation on the new challenges implicit in training historians in a globalized world. However, it has not received sufficient analysis from the Latin-American perspective. This article contributes to this by providing insight on the Tuning Project's successes and limitations in Latin America, as well as evaluating its progress more than a decade after it was introduced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01