<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552019000300244</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias del profesorado de secundaria básica en formación sobre la enseñanza de la historia en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[High school teacher trainees&#8217; beliefs about the teaching of history]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalón-Gálvez]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamorano-Vargas]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraleda-Albornoz]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<numero>3</numero>
<fpage>244</fpage>
<lpage>262</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552019000300244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552019000300244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552019000300244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  Esta investigación tuvo por objetivo analizar y caracterizar las creencias que los futuros docentes de historia, de una universidad pública del norte de Chile, poseen sobre la enseñanza de la asignatura en la escuela chilena.  Método: Utilizando la metodología cualitativa se aplicó un cuestionario a estudiantes de primer año de pedagogía en historia de una universidad pública del norte de Chile. Este instrumento estuvo compuesto por dos secciones: la primera basada en afirmaciones sobre la enseñanza de la historia y la segunda con preguntas abiertas sobre su experiencia y finalidades de la enseñanza de la historia en el nivel escolar.  Resultados:  Los resultados muestran que las creencias de los futuros docentes son heterogéneas, diversas y en algunos casos contradictorias.  Conclusiones: Como conclusión de esta investigación se releva la importancia de las creencias y considerarlas para reflexionar y analizar críticamente la práctica y así transformar la enseñanza de la historia desde la formación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  The paper aims at analyzing and characterizing teacher trainees&#8217; beliefs about the teaching of history at high school.  Method: Following a qualitative methodology, a questionnaire eliciting history teacher trainee freshmen was used. The questionnaire was structured in two sections: the first based on statements about the teaching of history and the second with open questions about their experiences and purposes of teaching history at the school level.  Results:  The results show that the teacher trainees&#8217; beliefs are heterogeneous, diverse and in some cases contradictory.  Conclusions:  The researcher arrived at the conclusion that knowing teacher trainees&#8217; beliefs is important for assessing teaching practices and improving the teaching of history by bettering teaching trainee.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[creencias del profesorado]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[history instruction]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; beliefs]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; qualifications]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Adler]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The education of social studies teachers]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Levstik]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Tyson]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research in social studies education]]></source>
<year>2008</year>
<page-range>329-50</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Angell]]></surname>
<given-names><![CDATA[A. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to Teach Social Studies: A Case Study of Belief Restructuring]]></article-title>
<source><![CDATA[Theory &amp; Research in Social Education]]></source>
<year>1998</year>
<volume>26</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>509-29</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barton]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Levstik]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching History for the Common Good]]></source>
<year>2004</year>
<publisher-loc><![CDATA[New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Mahwah, N. J. Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Métodos de investigación educativa. Aula abierta]]></source>
<year>1990</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Edit. Arco Libros - La Muralla, S. L]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Crowe]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hawley]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Brooks]]></surname>
<given-names><![CDATA[E. W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ways of being a social studies teacher: What are prospective teachers thinking?]]></article-title>
<source><![CDATA[Social Studies Research &amp; Practice]]></source>
<year>2012</year>
<volume>2</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>50-64</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fives]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Buehl]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Spring cleaning for the &#8220;messy&#8221; construct of teachers&#8217; beliefs: What are they? Which have been examined? What can they tell us?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[K. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Urdan]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Royer]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zeidner]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[APA Educational Psychology Handbook: Volume 2 Individual differences and Cultural and Contextual Factors]]></source>
<year>2012</year>
<page-range>471-99</page-range><publisher-loc><![CDATA[Washington, DC, US ]]></publisher-loc>
<publisher-name><![CDATA[American Psychological Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goodman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Adler]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming an Elementary Social Studies Teacher: A Study of Perspectives]]></article-title>
<source><![CDATA[Theory &amp; Research in Social Education]]></source>
<year>1985</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lortie]]></surname>
<given-names><![CDATA[Dan C]]></given-names>
</name>
</person-group>
<source><![CDATA[School teacher: A Sociological Study]]></source>
<year>1977</year>
<publisher-loc><![CDATA[US ]]></publisher-loc>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pagés]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La didáctica de las ciencias sociales, el currículum y la formación del profesorado]]></article-title>
<source><![CDATA[Signos. Teoría y Práctica de La Educación]]></source>
<year>1994</year>
<numero>13</numero>
<issue>13</issue>
<page-range>38-51</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pagés]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las representaciones de los estudiantes de maestro sobre la enseñanza de las Ciencias Sociales: ¿cuáles son?, ¿cómo aprovecharlas?]]></article-title>
<source><![CDATA[Investigación en La Escuela]]></source>
<year>1996</year>
<numero>28</numero>
<issue>28</issue>
<page-range>103-14</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pagés]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Líneas de investigación en didáctica de las ciencias sociales]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Benejam]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pagés]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñar y aprender Ciencias Sociales, Geografía e Historia en la Educación Secundaria]]></source>
<year>1997</year>
<page-range>209-26</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pajares]]></surname>
<given-names><![CDATA[M. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; beliefs and educational research: Claning up a messy construct]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1992</year>
<volume>62</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>307-32</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la investigación cualitativa]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Málaga ]]></publisher-loc>
<publisher-name><![CDATA[Aljibe]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher Perspective Development: A Study of Preservice Social Studies Teachers]]></article-title>
<source><![CDATA[Theory and Research in the Social Studies]]></source>
<year>1987</year>
<volume>15</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>225-43</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Slekar]]></surname>
<given-names><![CDATA[T. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Epistemological Entanglements: Preservice Elementary School Teachers &#8220;Apprenticeship of Observation&#8221; and the Teaching of History]]></article-title>
<source><![CDATA[Theory and Research in Social Education]]></source>
<year>1998</year>
<volume>26</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>485-507</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villalón]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Pagés]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La práctica de la enseñanza de la historia con base en los propósitos para enseñar: el caso de Mariana]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2016</year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>349-71</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yilmaz]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social studies teachers&#8217; conceptions of History: Calling on historiography]]></article-title>
<source><![CDATA[The Journal of Educational Research]]></source>
<year>2008</year>
<volume>101</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>158-76</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
