Evaluación de un e-portafolio de recursos pedagógicos para el desarrollo de competencias históricas. Estudio de caso

Abstract

This article evaluates, through an e-portfolio, the knowledge applied by a group of teachers in training to design a pedagogical proposal, which helps their future students to develop the second order learning of historical thought, such as historical empathy, ethical dimension, historical time, among others. It is an exploratory research based on a study of cases and a transectional design. The results obtained reveal the great initial lack of knowledge that future teachers had about the scope and relevance of considering the epistemic, pedagogical and cognitive foundations of history and its didactics when planning activities and evaluation instruments that contribute to the formation of historical thought; however, the evidence attached to the e-portfolio confirms that, throughout the training process, they were able to understand such principles in the construction of the resources mentioned.