The Relationship between Historical Research and Teaching History at the University Level: Pedagogical and Historiographical Issues

How can a historian's research skills and experiences support his or her pedagogical choices when it comes to teaching the knowledge produced and the practices that underlie its production? This question is addressed from a didactic perspective through the notion of historiographical configuration, which models the practice of historical research by connecting questions, sources, and patterns of analysis. It allows us to grasp the relationships between students' knowledge and the knowledge intended for dissemination by the teacher, as well as between the different ways in which these three components are handled by students and historians. This analysis is illustrated by the case study of a second -year undergraduate course.