Teaching historical thought in teacher training. A narrative study on teaching practices among memorable university professors

This article presents findings from our research on best teaching practices of the History Department's Faculty at the National University of Mar del Plata in Argentina. The study was based on surveys conducted among professors selected by their students as having been the most memorable and who significantly impacted their disciplinary and pedagogical training. The surveys probed at identifying actual teaching practices as conveyed through the voices and testimonies of the actual professors. The subjects were able to reconstruct their own experience through a biographical-narrative type methodology in which they recalled those moments that most resonated with their students as well as highlights of their professional careers. The professors emphasize that creating empathy with their students was an important aspect of good teaching practices. The faculty were also greatly concerned about developing skills within their students that involve historical thinking, interdisciplinarity and emotional issues that come into play when teaching. A particularly noteworthy aspect of this study is how it gathers best college-level teaching practices from a standpoint where the subjects, through their narratives, play a central role in developing knowledge. Our findings, as revealed through the university faculty narratives, reveal the need for more regional dialogue to broaden perspectives on teacher training to address concepts such as teaching History and teaching practices within their concurrent social framework.