Podcasts and disciplinary teaching: an experience of didactic innovation in the initial training of teachers in the course of Methodology of Historical Research
DOI:
https://doi.org/10.7346/sird-1S2025-p191Keywords:
Disciplinary didactics; Distinctive pedagogies; Educational podcasting; Active learning.Abstract
This contribution is part of the contemporary debate on disciplinary didactics and distinctive pedagogies, proposing a reflection based on an experimentation conducted in the university course of Methodology of Historical Research, within the Degree Course in Primary Education Sciences of the University xxxxxxxxx. The intervention involved the design and production of historiographical podcasts by 61 students, configuring itself as a training device aimed at strengthening disciplinary mastery, promoting authentic learning and stimulating the construction of professional identity.
The methodological approach, mixed, combined a pre-post multiple-choice questionnaire with a qualitative analysis of the final reflections. The results show a statistically significant improvement in historical knowledge and a high perception of educational effectiveness, in terms of motivation, collaboration, communication and critical thinking.
Experience has shown how podcasting, as a narrative and digital practice, can act as a distinctive pedagogy capable of integrating contents, methods and languages, promoting active and reflective historical teaching. In addition, the interdisciplinary nature of the activity, which intertwines history, communication, digital education and design, highlights the potential of the podcast as a transversal tool for situated and innovative teacher education. In this way, the work contributes to outlining educational paths based on synergies between disciplinary rigor and openness to complexity.
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Copyright (c) 2025 Mariagemma Pecoraro
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