Eroding the representation of a school subject: memories, conceptions and teacher training in History of Art

Abstract

This article relates the theoretical framework of the disciplinary code of a school subject with the line of research focused on school memories and teaching conceptions. The aim is to build an integrated framework from which to understand the incidence of the traditional features of disciplinary codes to contribute to their erosion from (initial) teacher training. To this end, the academic literature on the two aforementioned fields has been reviewed, pointing out the existing connections and their possible adjustments to achieve a well-founded conceptual change in teaching. The study is mainly based on the field of Didactics of Social Sciences, particularly in the teaching and learning of the History of Art, highlighting the research implications of the drawn theoretical framework to promote more critical teacher training.