PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE

This article studies the relationship between higher education and work in the field of the teaching profession, focusing on the transition from initial training to work performance of secondary education teachers in the immediate years after their qualification. The article starts from the situatio...

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Autores principales: Mancebo, María Ester, Coitinho, Virginia
Formato: Artículo revista
Lenguaje:Español
Publicado: Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021
Materias:
professional insertion; novice teachers; Uruguay
inserción profesional; profesores nóveles; Uruguay
inserção profissional; professores novatos; Uruguai
Acceso en línea:https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31960
Aporte de:
Integración y Conocimiento de Universidad Nacional de Córdoba
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record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-376
container_title_str Integración y Conocimiento
language Español
format Artículo revista
topic professional insertion; novice teachers; Uruguay
inserción profesional; profesores nóveles; Uruguay
inserção profissional; professores novatos; Uruguai
spellingShingle professional insertion; novice teachers; Uruguay
inserción profesional; profesores nóveles; Uruguay
inserção profissional; professores novatos; Uruguai
Mancebo, María Ester
Coitinho, Virginia
PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE
topic_facet professional insertion; novice teachers; Uruguay
inserción profesional; profesores nóveles; Uruguay
inserção profissional; professores novatos; Uruguai
author Mancebo, María Ester
Coitinho, Virginia
author_facet Mancebo, María Ester
Coitinho, Virginia
author_sort Mancebo, María Ester
title PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE
title_short PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE
title_full PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE
title_fullStr PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE
title_full_unstemmed PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE
title_sort profound challenges, limited certainties: the professional insertion of uruguayan novice teachers in the light of comparative experience
description This article studies the relationship between higher education and work in the field of the teaching profession, focusing on the transition from initial training to work performance of secondary education teachers in the immediate years after their qualification. The article starts from the situation in Uruguay and develops a comparative view with the region, mainly Argentina and Chile. The questions that guided the research were the following: what is the reality of Uruguayan beginning teachers in the second decade of the 21st century?, to what extent do these teachers feel able to face the multiple challenges of professional insertion?, which are some of the claims regarding training?, what degree of satisfaction do these teachers experience in their teaching activities? The main findings of the study show that beginning teachers in Uruguay consider that they master both the disciplinary content and the teaching strategies, but they think that their initial training did not prepare them to teach in diverse contexts or to handle inclusion in the classroom. This aspect coincides in Uruguay and the region. In turn, beginners understand that initial training did not contribute much to their knowledge on the use of technologies in the classroom. The insertion of new teachers in diverse sociocultural contexts is viewed as a complex problem, given the institutional logic that prevails in the region, which makes their professional adaptation even more difficult.
publisher Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
publishDate 2021
url https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31960
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spelling I10-R376-article-319602021-01-26T14:21:37Z PROFOUND CHALLENGES, LIMITED CERTAINTIES: THE PROFESSIONAL INSERTION OF URUGUAYAN NOVICE TEACHERS IN THE LIGHT OF COMPARATIVE EXPERIENCE Desafíos profusos, certezas limitadas: la inserción profesional de los noveles profesores uruguayos a la luz de la experiencia comparada DESAFIOS PROFUNDOS, CERTEZAS LIMITADAS: A INSERÇÃO PROFISSIONAL DOS PROFESSORES NOVATOS URUGUAIOS À LUZ DA EXPERIÊNCIA COMPARATIVA Mancebo, María Ester Coitinho, Virginia professional insertion; novice teachers; Uruguay inserción profesional; profesores nóveles; Uruguay inserção profissional; professores novatos; Uruguai This article studies the relationship between higher education and work in the field of the teaching profession, focusing on the transition from initial training to work performance of secondary education teachers in the immediate years after their qualification. The article starts from the situation in Uruguay and develops a comparative view with the region, mainly Argentina and Chile. The questions that guided the research were the following: what is the reality of Uruguayan beginning teachers in the second decade of the 21st century?, to what extent do these teachers feel able to face the multiple challenges of professional insertion?, which are some of the claims regarding training?, what degree of satisfaction do these teachers experience in their teaching activities? The main findings of the study show that beginning teachers in Uruguay consider that they master both the disciplinary content and the teaching strategies, but they think that their initial training did not prepare them to teach in diverse contexts or to handle inclusion in the classroom. This aspect coincides in Uruguay and the region. In turn, beginners understand that initial training did not contribute much to their knowledge on the use of technologies in the classroom. The insertion of new teachers in diverse sociocultural contexts is viewed as a complex problem, given the institutional logic that prevails in the region, which makes their professional adaptation even more difficult. El presente trabajo estudia la relación entre la formación superior y el trabajo en el campo de la profesión docente, poniendo el foco en el tránsito desde la formación inicial al desempeño laboral de los docentes de educación media en los años inmediatos posteriores a su titulación. El artículo parte de la situación de Uruguay y desarrolla una mirada comparativa con la región, principalmente Argentina y Chile. Las preguntas que guiaron la investigación fueron: ¿Cuál es la realidad de los profesores principiantes uruguayos en la segunda década del siglo XXI?, ¿en qué medida estos docentes se sienten en condiciones de enfrentar los múltiples desafíos de la inserción profesional?, ¿cuáles son algunos de los reclamos en cuanto a la formación, ¿qué grado de satisfacción experimentan en su labor de enseñantes? Los principales hallazgos del estudio muestran que los profesores principiantes en Uruguay consideran que dominan tanto los contenidos disciplinares como las estrategias didácticas, pero manifiestan que la formación inicial no los preparó para enseñar en contextos diversos ni para manejar la inclusión en el aula. En las investigaciones realizadas en la región este aspecto es coincidente con lo que surge de los datos de Uruguay.  A su vez, los principiantes entienden que la formación inicial no les aportó mucho para poder usar saberes sobre tecnologías en el aula. La inserción de los noveles docentes en contextos socioculturales complejos es visualizada como un problema complejo, dadas las lógicas institucionales que predominan en la región, lo cual dificulta aún más su adaptación profesional. Este trabalho estuda a relação entre o ensino superior e o trabalho no campo da profissão docente, focalizando a transição da formação inicial para o desempenho laboral dos professores do ensino médio nos anos imediatos à sua qualificação. Partindo da situação do Uruguai, desenvolvemos uma visão comparativa com a região, principalmente Argentina e Chile. As questões de pesquisa propostas foram: Qual a realidade dos professores iniciantes uruguaios na segunda década do século XXI e em que medida esses professores se sentem aptos a enfrentar os múltiplos desafios da inserção profissional? algumas das afirmações sobre a formação, que grau de satisfação você sente em seu trabalho como professor? Como resultado da pesquisa, constatamos que os professores iniciantes no Uruguai consideram que dominam tanto o conteúdo disciplinar quanto as estratégias de ensino, mas afirmam que a formação inicial não os preparou para ensinar em contextos diversos, para gerir a inclusão na sala de aula. Na pesquisa realizada na região, esse aspecto coincide com o que emerge dos dados do Uruguai. Por sua vez, os iniciantes entendem que a formação inicial não contribuiu muito para poder utilizar o conhecimento sobre tecnologias em sala de aula. A inserção de novos professores em contextos socioculturais complexos é vista como um problema, dada a lógica institucional da região, o que dificulta ainda mais sua adaptação profissional. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31960 10.61203/2347-0658.v10.n1.31960 Integración y Conocimiento; Vol. 10 No. 1 (2021): Integración y Conocimiento; 105-124 Integración y Conocimiento; Vol. 10 Núm. 1 (2021): Integración y Conocimiento; 105-124 Integración y Conocimiento; v. 10 n. 1 (2021): Integración y Conocimiento; 105-124 2347-0658 10.61203/2347-0658.v10.n1 spa https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31960/32865 https://creativecommons.org/licenses/by-nc-sa/4.0

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