La formación del profesor de historia en la universidad argentina. La creciente distancia entre investigación/ docencia y teoría/ práctica

Much has been written about the transposition of content in high school in Argentina. Less has been debated in academic institutions for teaching in the same level. It is fairly widespread belief that only “know history” enough, which is necessary for collective reflection on what, why and how to teach. The issue is part of a relatively recent phenomenon as is the decline in teacher training college. We argue that the growing professionalism university and reduced commitment to social transformation have a degree of impact. Then, we describe a set of current beliefs about teaching given in the training institutions and those we relate with theoretical models that help explain its operation.