Suchergebnisse

El comienzo y los primeros años de trabajo de un docente se pueden visualizar de diversos modos. Por ejemplo, mediante la imagen de un triángulo con la persona del docente en uno de sus vértices. Como persona, el docente novel cuenta con una visión particular de su trabajo y un sentido de misión o tarea. Se siente más capacitado en unas áreas que en otras, y con una confianza variable respecto a su preparación inicial (aunque esta percepción puede cambiar con las primeras experiencias). Desde los otros vértices del triángulo confluyen hacia este nuevo profesional mensajes que provienen del contexto de trabajo y mensajes del contexto social y político referidos a la enseñanza, a la calidad o no de su preparación inicial y a lo que deben o no deben hacer los docentes. En su lugar de trabajo, en forma concreta, enfrenta demandas o conflictos, recibe apoyos, y formula preguntas que no siempre tienen respuesta. El docente novel acoge, rechaza, interpreta y reinterpreta estas experiencias como en una suerte de reconfiguración de la identidad profesional que tal vez pensó que había adquirido en su formación inicial. En esto, no difiere de otros profesionales enfrentados a sus primeras experiencias de trabajo, pero las vive en condiciones más complejas por el entretejido de relaciones que le demandan la responsabilidad con alumnos, padres, colegas, autoridades y su propio entorno social de amistades; y por la diversidad posible de las expectativas respecto a su trabajo, tanto personales como de otros. ; The beginning and the first years of teaching can be viewed in various ways. For example, the image of a triangle with the person's teaching in one of its vertices. As a person, the novice teacher has a particular vision of his work and a sense of mission or task. The beginning teacher feels more capable in some areas than others and with a confidence variable with respect to its initial preparation (although this perception may change with the first experiments). From the other sides of the triangle together towards this new professional messages that come from the context of work and messages of social and political context relating to education, quality or otherwise of their initial preparation and what they should or should not make teachers. In their place of work, in concrete form, is facing demands or conflicts, receives support, and asks questions that do not always have the answer. The beginning teacher welcomes, rejected, interpreted and reinterpreted these experiences as a sort of re-shaping the professional identity that maybe he thought he had acquired in their initial training. In this, no different from other professionals faced with his first work experiences, but those living in more complex by the interweaving of relationships that will demand accountability with students, parents, peers, authorities and his own social environment of friends, and possible by the diversity of expectations regarding their work, both personal and from others. ; Grupo FORCE (Formación Centrada en la Escuela) Universidad de Granada

The beginning and the first years of teaching can be viewed in various ways. For example, the image of a triangle with the person's teaching in one of its vertices. As a person, the novice teacher has a particular vision of his work and a sense of mission or task. The beginning teacher feels more capable in some areas than others and with a confidence variable with respect to its initial preparation (although this perception may change with the first experiments). From the other sides of the triangle together towards this new professional messages that come from the context of work and messages of social and political context relating to education, quality or otherwise of their initial preparation and what they should or should not make teachers. In their place of work, in concrete form, is facing demands or conflicts, receives support, and asks questions that do not always have the answer. The beginning teacher welcomes, rejected, interpreted and reinterpreted these experiences as a sort of re-shaping the professional identity that maybe he thought he had acquired in their initial training. In this, no different from other professionals faced with his first work experiences, but those living in more complex by the interweaving of relationships that will demand accountability with students, parents, peers, authorities and his own social environment of friends, and possible by the diversity of expectations regarding their work, both personal and from others.