Differentiated Instruction in History Education – A Subject-specific Analysis of Why and How

Wouter Smets

doi:10.6018/pantarei.605211

Autores/as

Wouter Smets Erasmus University Rotterdam https://orcid.org/0000-0002-6570-3116

DOI: https://doi.org/10.6018/pantarei.605211

Palabras clave: Enseñanza de la historia, métodos de enseñanza, análisis cualitativo, formación del profesorado

Resumen

La instrucción diferenciada es un enfoque de la enseñanza en el que los maestros responden de manera proactiva a las necesidades y preferencias de los estudiantes en su aula. Este estudio busca aumentar la comprensión que utilizan los profesores de historia en formación del diseño instruccional para atender la heterogeneidad en el aula. Se basa en los planes de estudio de los profesores de historia en formación. Se recopilaron datos sobre la implementación real de prácticas de enseñanza diferenciadas por parte de los docentes en formación sobre la base de planes de clase diseñados de forma natural y con propósito. Tres tipos de heterogeneidad, descritos por Tomlinson, se refinaron aún más para el dominio de la enseñanza de la historia. Se encontraron tres tipos de estrategias instruccionales para atender a la heterogeneidad en la enseñanza de la historia: el aprendizaje colaborativo, los enfoques escalonados, la orientación y el andamiaje. Se concluye que los profesores de prehistoria logran diseñar lecciones de historia en las que se realizan adaptaciones instruccionales para atender a la heterogeneidad, pero que a menudo no se puede encontrar un vínculo sistemático entre la evaluación de la heterogeneidad y el diseño instruccional.

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