Identidad profesional docente : factores y experiencias que afectan en la deserciĆ³n laboral del profesorado novel
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Archivos
Fecha
2019
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigaciĆ³n nace desde la necesidad de conocer los factores que influencian
en la deserciĆ³n laboral de docentes nĆ³veles. Dichos factores fueron extraĆdos desde
entrevistas aplicadas a diversos agentes que influyen en el proceso formativo y de inserciĆ³n
laboral de los docentes terminando su proceso de formaciĆ³n o reciĆ©n egresados de Ć©l. Para
dichas entrevistas se consultĆ³ la opiniĆ³n de profesores nĆ³veles, supervisores de prĆ”ctica,
empleadores, colaboradores y expertos en FormaciĆ³n Inicial Docente. Ellos desde su
experiencia y vivencias explicitan los diversos factores que favorecen la deserciĆ³n laboral,
factores que se despliegan en diversos contextos formativos que experimentan los profesores
nĆ³veles, especĆficamente experiencias relacionadas a los centros de estudio (universidades)
y centros de prƔctica (escuelas, colegios, liceos).
El anĆ”lisis de los datos obtenidos indicĆ³ que gran parte de las experiencias que viven los
docentes nĆ³veles y que potencian la deserciĆ³n, suceden en la baja articulaciĆ³n que existe
entre los centros formativos (universidad y centros de prĆ”ctica). La poca vinculaciĆ³n entre
ellos produce inseguridades que favorecen la deserciĆ³n laboral de docentes nĆ³veles. Por otra
parte, se exponen aspectos relacionados al ingreso monetario que reciben los profesores y,
en general aspectos laborales de la profesiĆ³n. Finalmente, y en menor medida, se presentan
las caracterĆsticas emocionales de los docentes en proceso formativo.
This research is born from the need to know the factors that influence the dropout of new teachers. These factors were extracted from interviews with various agents that influence the training process and labor insertion of teachers finishing their training process or just graduated from it. For these interviews, the opinion of novices, practice supervisors, employers, collaborators and experts were consulted. From their experience and experiences, they explain the various factors that favor attrition, factors that are involved in various formative contexts that experience levels, specifically experiences related to study centers (universities) and practice centers (schools, colleges, high schools). The analysis of the data obtained indicated that a large part of the experiences that novice teachers live and that enhance dropout occur in the low articulation that exists between the training centers (university and practice centers). The low link between them produces insecurities that favor the dropout of new teachers. On the other hand, aspects related to the monetary income that teachers receive and, in general, labor aspects of the profession are exposed. Finally, and to a lesser extent, the emotional characteristics of teachers in the training process are presented.
This research is born from the need to know the factors that influence the dropout of new teachers. These factors were extracted from interviews with various agents that influence the training process and labor insertion of teachers finishing their training process or just graduated from it. For these interviews, the opinion of novices, practice supervisors, employers, collaborators and experts were consulted. From their experience and experiences, they explain the various factors that favor attrition, factors that are involved in various formative contexts that experience levels, specifically experiences related to study centers (universities) and practice centers (schools, colleges, high schools). The analysis of the data obtained indicated that a large part of the experiences that novice teachers live and that enhance dropout occur in the low articulation that exists between the training centers (university and practice centers). The low link between them produces insecurities that favor the dropout of new teachers. On the other hand, aspects related to the monetary income that teachers receive and, in general, labor aspects of the profession are exposed. Finally, and to a lesser extent, the emotional characteristics of teachers in the training process are presented.
Notas
Tesis (Profesor de EducaciĆ³n BĆ”sica)
Palabras clave
Profesores de EducaciĆ³n BĆ”sica, Actitudes, SatisfacciĆ³n en el Trabajo, Investigaciones, Chile, Santiago