Perception of teaching competencies and development of historical thinking. A study on pre-trained history teachers

Abstract

This article is a summary of a broader research study conducted as part of the graduate program at the School of Education of the National University of San Marcos. It is organized into five sections: introduction, methodology, results, discussion, and conclusions. The introduction provides a general contextualization of the research problem, addressing trends observed at the international, national, and local levels with respect to the variables studied. The methodology section describes the paradigm, approach, and procedures used for data collection and analysis. It also details the characteristics of the study population, as well as the instruments used to obtain the information. The results section presents the systematization of the data obtained through tables that facilitate understanding of the findings related to the variables investigated. The discussion section compares the results obtained with the background information considered in the study. Additionally, complementary descriptive analyses are included that contribute to a more robust interpretation of the findings and allow for an understanding of their implications within the educational context analyzed. Finally, the conclusions section summarizes the main findings of the research and presents the interpretations derived from the analytical process.