History Teacher’s Specialized Knowledge (HTSK)

Abstract

The work offers a first approximation to a theoretical-analytical model for the recognition and understanding of the History Teacher’s Specialized Knowledge (HTSK). In the article, it is based on a justification that in a first order considers the advances that are considered in the didactics of mathematics and; although the substantial differences between both disciplines are recognized, the advances of one are also assumed, for the construction of the first model of the other. Mathematics Teacher’s Specialized Knowledge (MTSK), the didactics of history and a lesson plan for teaching history were considered to visualize the evidence of that particular and specific knowledge that a teacher reveals when teaching history. and that this is precisely what makes it a specialized knowledge.