Las preocupaciones de docentes principiantes en contextos de ruralidad
The objective of the study was to determine and problematize the worries that the labor insertion of graduates of Primary Pedagogy faces in cultural conditions of rurality. This is important, since the incorporation of the new teachers into the labour field represents difficulties and challenges tha...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2019
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/35407 |
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| _version_ | 1804220647745781760 |
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| author | Sánchez Sánchez, Gerardo Ignacio Jara Amigo, Ximena Elizabeth |
| author_facet | Sánchez Sánchez, Gerardo Ignacio Jara Amigo, Ximena Elizabeth |
| author_sort | Sánchez Sánchez, Gerardo Ignacio |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The objective of the study was to determine and problematize the worries that the labor insertion of graduates of Primary Pedagogy faces in cultural conditions of rurality. This is important, since the incorporation of the new teachers into the labour field represents difficulties and challenges that must be solved in a limited period, if we intend to advance in the professional development and avoid the abandonment of the Profession. The research is qualitative exploratory - descriptive, based on a non-experimental transectional design with administration of a questionnaire aimed at fifty beginning teachers in various rural labor contexts of the Maule Region, Chile, and deepens the problem with the development of semi-structured interviews to eight teachers in their work contexts. The results show that labor insertion contexts condition (facilitate or limit) the entrance to teaching, and explain the presence of worries of diverse nature linked to available knowledge, associated fears and difficulties of legitimacy that have had to overcome. In conclusion, unveiling these concerns is key to contributing to the accompaniment processes that begin to be designed and implemented in the national context, understanding that their effectiveness goes to focus the support on the recognition of the beginning teacher as an actor and not a simple factor of the system. |
| format | Online |
| id | INIE-RAIE-article-35407 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-354072023-06-07T17:21:17Z The concerns of beginning teachers in rural contexts Las preocupaciones de docentes principiantes en contextos de ruralidad Sánchez Sánchez, Gerardo Ignacio Jara Amigo, Ximena Elizabeth beginning teachers teaching professional insertion rural contexts docentes principiantes docencia inserción profesional contextos rurales The objective of the study was to determine and problematize the worries that the labor insertion of graduates of Primary Pedagogy faces in cultural conditions of rurality. This is important, since the incorporation of the new teachers into the labour field represents difficulties and challenges that must be solved in a limited period, if we intend to advance in the professional development and avoid the abandonment of the Profession. The research is qualitative exploratory - descriptive, based on a non-experimental transectional design with administration of a questionnaire aimed at fifty beginning teachers in various rural labor contexts of the Maule Region, Chile, and deepens the problem with the development of semi-structured interviews to eight teachers in their work contexts. The results show that labor insertion contexts condition (facilitate or limit) the entrance to teaching, and explain the presence of worries of diverse nature linked to available knowledge, associated fears and difficulties of legitimacy that have had to overcome. In conclusion, unveiling these concerns is key to contributing to the accompaniment processes that begin to be designed and implemented in the national context, understanding that their effectiveness goes to focus the support on the recognition of the beginning teacher as an actor and not a simple factor of the system. El estudio tuvo por objetivo determinar y problematizar las preocupaciones que enfrenta la inserción laboral de personas egresadas de Pedagogía Primaria en condiciones culturales de ruralidad. Ello resulta importante, pues la incorporación de las nuevas personas docentes al campo laboral representa dificultades y desafíos que deben ser resueltos en un periodo de tiempo limitado si se pretende avanzar en el desarrollo profesional y evitar el abandono del ejercicio profesional. La investigación es cualitativa de tipo exploratoria – descriptiva, basada en un diseño no experimental transeccional con administración de un cuestionario dirigido a cincuenta docentes principiantes en diversos contextos laborales rurales de la Región del Maule, Chile, y se profundiza en la problemática con el desarrollo de entrevistas semiestructuradas a ocho docentes en sus contextos de trabajo. Los resultados muestran que los contextos laborales de inserción condicionan (facilitan o limitan) el ingreso a la docencia y explican la presencia de preocupaciones de diversa naturaleza vinculadas a conocimiento disponible, a temores asociados y a dificultades de legitimidad que han debido superar. En conclusión, revelar estas preocupaciones resulta clave para aportar a los procesos de acompañamiento que en el contexto nacional comienzan a ser diseñados e implementados, y entender que su efectividad pasa por centrar el apoyo en el reconocimiento de la persona docente principiante como actor/actriz y no un simple factor del sistema. Universidad de Costa Rica 2019-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/35407 10.15517/aie.v19i1.35407 Actualidades Investigativas en Educación; Vol. 19 No. 1: (Enero - Abril); 28 Actualidades Investigativas en Educación; Vol. 19 Núm. 1: (Enero - Abril); 28 Actualidades Investigativas en Educación; v. 19 n. 1: (Enero - Abril); 28 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/35407/36021 https://revistas.ucr.ac.cr/index.php/aie/article/view/35407/38441 Derechos de autor 2018 Actualidades Investigativas en Educación http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | beginning teachers teaching professional insertion rural contexts docentes principiantes docencia inserción profesional contextos rurales Sánchez Sánchez, Gerardo Ignacio Jara Amigo, Ximena Elizabeth Las preocupaciones de docentes principiantes en contextos de ruralidad |
| title | Las preocupaciones de docentes principiantes en contextos de ruralidad |
| title_alt | The concerns of beginning teachers in rural contexts |
| title_full | Las preocupaciones de docentes principiantes en contextos de ruralidad |
| title_fullStr | Las preocupaciones de docentes principiantes en contextos de ruralidad |
| title_full_unstemmed | Las preocupaciones de docentes principiantes en contextos de ruralidad |
| title_short | Las preocupaciones de docentes principiantes en contextos de ruralidad |
| title_sort | las preocupaciones de docentes principiantes en contextos de ruralidad |
| topic | beginning teachers teaching professional insertion rural contexts docentes principiantes docencia inserción profesional contextos rurales |
| topic_facet | beginning teachers teaching professional insertion rural contexts docentes principiantes docencia inserción profesional contextos rurales |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/35407 |
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