The initiative consists of a Virtual Platform aimed at providing classroom teachers with a series of disciplinary and pedagogical orientations -through Thematic Modules- to be considered as pertinent inputs in matters of evaluation, didactic strategies, disciplinary conceptualization, classroom designs, didactic resources, among others.
Within the framework of the Seminar Workshop for Teachers of History and Geography, held last June 21 in units of the Pedagogy in Basic Education General Course (Limarí Campus of the University of La Serena), the resource was disseminated to the audience "Classroom Virtual for Teachers of History and Geography, ULS ", which seeks to consolidate and formalize the Teachers' Network that the undergraduate program has stimulated for many years.
The initiative consists of a Virtual Platform designed to provide classroom teachers who take classes in the Learning sector, a series of disciplinary and pedagogical guidelines -through Thematic Modules- to be considered as pertinent inputs in matters of evaluation, strategies didactic, disciplinary conceptualization, classroom designs, didactic resources, among others. This work in Network will allow the construction of a new form of organization and pedagogical update, based on a work between peers and sharing experiences in the professional and personal field through virtuality.
In her opportunity, the director of the School of Pedagogy in History and Geography of the ULS, Mg. Sandra Álvarez Barahona, at the time of publicizing the resource, stressed the importance for the unit to carry out this type of initiative, since it means being permanently articulated and linked to the work and performance of the teachers of the area, in their respective School Centers. In this regard, the academic also insisted on the efforts that the race makes to establish contact and permanent feedback with its graduates, which make up the vast majority of the HISTOGEO, ULS Teachers Network.
Similarly, both the director and the rest of the team of academics present at the Seminar, reinforced the idea that this type of initiatives reflects the responsibility with which the career of Pedagogy in History and Geography faces the demands of its third Accreditation process .