En este artículo teórico se discuten las conceptualizaciones sobre práctica docente en geografía.... more En este artículo teórico se discuten las conceptualizaciones sobre práctica docente en geografía. Se toma posición desde la didáctica específica de la geografía argumentando que su desarrollo teórico provee referentes de profesionalidad a los profesores para agenciar las problemáticas del contexto educativo tomando como punto de apoyo su “experticia” en geografía. Se revisaron 75 publicaciones en educación geográfica seleccionadas de acuerdo a la membresía de sus autores al Comité de Educación Geográfica de UGI, Red Latinoamericana de Didáctica de la Geografía y Sociedad Chilena de Ciencias Geográficas. La discusión identifica una brecha entre los estudios sobre didáctica de la geografía en Iberoamérica y curriculum making del contexto anglosajón; y, otra entre la conceptualización de práctica docente y práctica profesional. Por último, se teoriza sobre la necesidad de expandir la noción de práctica transitando hacia la de “experticia” a de los profesores, ya que considera su proceso de especialización en los contextos. Palabras clave: Experticia, práctica docente, didáctica, educación geográfica
In the last two years the Commission of Geography Education of the International Geographical Uni... more In the last two years the Commission of Geography Education of the International Geographical Union (IGU-CGE) has been involved in the declaration of two key documents: the 2016 International Charter, declared in Beijing, and the International Declaration on Geography Education, declared in Moscow in 2015. Both of these declarations emphasise the importance of international collaboration particularly around the sharing of research findings and understandings within geography education. One of the challenges facing the commission to meet these objectives is the huge variety in the status and scope of geography education in different countries. Based on the assumption that the status of geography education within National Curricula indicates the likely investment in research and research findings, the paper draws upon data on the prevalence of geography education around the world, to analyse the differing levels of importance prescribed to the subject. The results indicate that a coming together of international geography educators has never been timelier, as geography flourishes and waivers significantly in different places. The paper highlights the important role of organisations like the IGU-CGE to offer political support for geography education both within National Curricula but also as a field of enquiry and scholarly research.
This research aims to evaluate the geographical knowledge of nine teachers in the region of Valpa... more This research aims to evaluate the geographical knowledge of nine teachers in the region of Valparaiso, Chile. An interpretive case study was conducted with data collected through classroom observations, interviews, and questionnaires, and these data were then analyzed through triangulation. The findings showed that these teachers, who are the most qualified within the region's context, consider geography to be marginal knowledge in the school curriculum, although they also consider it relevant to the education of their pupils. Both elements provided evidence of the fragility of their geographical knowledge, which fell within a spectrum that combines expert knowledge and lay knowledge.
In this paper, environmental and geographical subject expertise is explored, based on the notion ... more In this paper, environmental and geographical subject expertise is explored, based on the notion of expertise as rooted both in subject knowledge and knowledge of teaching and as acquired through experience. The research questions that guided this study focused on the importance of understanding how teachers negotiate their assumptions and what sources of knowledge support their claims. As such, teachers' knowledge was investigated as a step towards the professionalisation of their practices. In terms of methodology, 21 teachers were interviewed in the context of a larger research project currently being conducted on Chilean teachers' thought processes. Semi-structured interviews were designed to elicit data on teachers' practices and conceptualisations. Data analysis involved codification of these same practices and conceptualisations, and defining categories that encapsulated teachers' expertise. The key findings from analysing teacher narratives included the observation that their practices and notions of subject expertise were identified as experience-based. Teachers' uncertified expertise in areas where they had had no formal training could be understood as mechanisms they have developed during their professional career. These elements could be seen as an implicit self-generated supporting system for teachers' practices.
This article examines teachers’ subject expertise in a context where geography could be considere... more This article examines teachers’ subject expertise in a context where geography could be considered a neglected school subject. Using an empirical approach to the problem, the article aims to provide a view on the dynamics of teaching primary geography in Chile, through considering teachers’ narratives on curriculum making and their associated conceptualisations of the discipline. 21 rural educators were interviewed about geography education to gain a general view of primary geography in the country. Findings reveal the need to understand how teachers conceive of and accommodate geographical knowledge. Even though there is a recognised chain of pressures regarding curriculum changes and deficient initial teacher training, geography as a school subject is still in place because of teachers’ practices. Recognising their dynamics will shed light on how to make geography sustainable as a school subject in the future.
This working paper argues that social class differences are related to the spatial redistribution... more This working paper argues that social class differences are related to the spatial redistribution of vulnerability, which is defined as a comprehensive approach to understanding how human settings are the causes of disasters rather than simple exposure to natural hazards. Spatial inequality issues within Chilean society were examined through the case of the fire in the city of Valparaíso in April 2014.
En este artículo teórico se discuten las conceptualizaciones sobre práctica docente en geografía.... more En este artículo teórico se discuten las conceptualizaciones sobre práctica docente en geografía. Se toma posición desde la didáctica específica de la geografía argumentando que su desarrollo teórico provee referentes de profesionalidad a los profesores para agenciar las problemáticas del contexto educativo tomando como punto de apoyo su “experticia” en geografía. Se revisaron 75 publicaciones en educación geográfica seleccionadas de acuerdo a la membresía de sus autores al Comité de Educación Geográfica de UGI, Red Latinoamericana de Didáctica de la Geografía y Sociedad Chilena de Ciencias Geográficas. La discusión identifica una brecha entre los estudios sobre didáctica de la geografía en Iberoamérica y curriculum making del contexto anglosajón; y, otra entre la conceptualización de práctica docente y práctica profesional. Por último, se teoriza sobre la necesidad de expandir la noción de práctica transitando hacia la de “experticia” a de los profesores, ya que considera su proceso de especialización en los contextos. Palabras clave: Experticia, práctica docente, didáctica, educación geográfica
In the last two years the Commission of Geography Education of the International Geographical Uni... more In the last two years the Commission of Geography Education of the International Geographical Union (IGU-CGE) has been involved in the declaration of two key documents: the 2016 International Charter, declared in Beijing, and the International Declaration on Geography Education, declared in Moscow in 2015. Both of these declarations emphasise the importance of international collaboration particularly around the sharing of research findings and understandings within geography education. One of the challenges facing the commission to meet these objectives is the huge variety in the status and scope of geography education in different countries. Based on the assumption that the status of geography education within National Curricula indicates the likely investment in research and research findings, the paper draws upon data on the prevalence of geography education around the world, to analyse the differing levels of importance prescribed to the subject. The results indicate that a coming together of international geography educators has never been timelier, as geography flourishes and waivers significantly in different places. The paper highlights the important role of organisations like the IGU-CGE to offer political support for geography education both within National Curricula but also as a field of enquiry and scholarly research.
This research aims to evaluate the geographical knowledge of nine teachers in the region of Valpa... more This research aims to evaluate the geographical knowledge of nine teachers in the region of Valparaiso, Chile. An interpretive case study was conducted with data collected through classroom observations, interviews, and questionnaires, and these data were then analyzed through triangulation. The findings showed that these teachers, who are the most qualified within the region's context, consider geography to be marginal knowledge in the school curriculum, although they also consider it relevant to the education of their pupils. Both elements provided evidence of the fragility of their geographical knowledge, which fell within a spectrum that combines expert knowledge and lay knowledge.
In this paper, environmental and geographical subject expertise is explored, based on the notion ... more In this paper, environmental and geographical subject expertise is explored, based on the notion of expertise as rooted both in subject knowledge and knowledge of teaching and as acquired through experience. The research questions that guided this study focused on the importance of understanding how teachers negotiate their assumptions and what sources of knowledge support their claims. As such, teachers' knowledge was investigated as a step towards the professionalisation of their practices. In terms of methodology, 21 teachers were interviewed in the context of a larger research project currently being conducted on Chilean teachers' thought processes. Semi-structured interviews were designed to elicit data on teachers' practices and conceptualisations. Data analysis involved codification of these same practices and conceptualisations, and defining categories that encapsulated teachers' expertise. The key findings from analysing teacher narratives included the observation that their practices and notions of subject expertise were identified as experience-based. Teachers' uncertified expertise in areas where they had had no formal training could be understood as mechanisms they have developed during their professional career. These elements could be seen as an implicit self-generated supporting system for teachers' practices.
This article examines teachers’ subject expertise in a context where geography could be considere... more This article examines teachers’ subject expertise in a context where geography could be considered a neglected school subject. Using an empirical approach to the problem, the article aims to provide a view on the dynamics of teaching primary geography in Chile, through considering teachers’ narratives on curriculum making and their associated conceptualisations of the discipline. 21 rural educators were interviewed about geography education to gain a general view of primary geography in the country. Findings reveal the need to understand how teachers conceive of and accommodate geographical knowledge. Even though there is a recognised chain of pressures regarding curriculum changes and deficient initial teacher training, geography as a school subject is still in place because of teachers’ practices. Recognising their dynamics will shed light on how to make geography sustainable as a school subject in the future.
This working paper argues that social class differences are related to the spatial redistribution... more This working paper argues that social class differences are related to the spatial redistribution of vulnerability, which is defined as a comprehensive approach to understanding how human settings are the causes of disasters rather than simple exposure to natural hazards. Spatial inequality issues within Chilean society were examined through the case of the fire in the city of Valparaíso in April 2014.
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Papers by Victor Salinas Silva
Geográficas. La discusión identifica una brecha entre los estudios sobre didáctica de la geografía en Iberoamérica y curriculum making del contexto anglosajón; y, otra entre la conceptualización de práctica docente y práctica profesional. Por último, se teoriza sobre la necesidad de expandir la noción de práctica transitando hacia la de “experticia” a de los profesores, ya que considera su proceso de especialización en los contextos.
Palabras clave: Experticia, práctica docente, didáctica, educación geográfica
Geográficas. La discusión identifica una brecha entre los estudios sobre didáctica de la geografía en Iberoamérica y curriculum making del contexto anglosajón; y, otra entre la conceptualización de práctica docente y práctica profesional. Por último, se teoriza sobre la necesidad de expandir la noción de práctica transitando hacia la de “experticia” a de los profesores, ya que considera su proceso de especialización en los contextos.
Palabras clave: Experticia, práctica docente, didáctica, educación geográfica