The skill development temporary location with focus professional on the formation of the primary master

• Main Authors: Carlos Alberto Rojas González, Taymi Breijo Worosz, María de los Ángeles Novo Cazorla
• Format: Article
• Language: Spanish
• Published: Universidad de Pinar del Río "Hermanos Saíz Montes de Oca" 2018-01-01
• Series: Revista MENDIVE
• Subjects: habilidad, ubicación temporal, enfoque profesional skill, temporary location, professional approach
• Online Access: http://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/1289

The development of skills as part of the integral formation of the primary teacher is today one of the main challenges in initial formation. In particular, to promote the development of the temporal location skill, it becomes a learning problem at the same time as a professional problem, so that they can understand the past, to understand the present and project the future, with modes of action consistent with social demands. The objective of this paper is to present the results of the study carried out on the current state of this process of development of the temporary location skill with a professional focus in the career Degree in Primary Education, at the University of Pinar del Río. For this, methods such as the historical-logical, the documentary analysis, the interview with teachers, the survey of teachers in training and the observation of classes were used, which allowed to verify the current state of said process in the initial formation of the primary teacher, taking as a methodological basis the dialectical-materialist method. From the systematization carried out it was possible to know that the subject has been little addressed, in the particular context of this professional in the undergraduate. In the historical evolution of the various curricula, the appropriation of the internal structure of this skill on the part of the students has not yet been achieved, which significantly limits the pertinence of the training process, negatively affecting the fact that students appropriate historical content and develop historical reasoning.