Representaciones sobre el ejercicio de la docencia en contextos de vulnerabilidad de profesores de ciencias sociales en práctica
The following article discusses the history teachers' professional practicum process of mid-level in vulnerability scenarios. Through a qualitative approach based on an interview and content analysis, it is concluded a representation of teaching characterized by the multiplicity of tasks which...
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| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Centro Interdisciplinario de Estudios Etnolingüísticos y Antropológicos Sociales
2020
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| Acceso en línea: | https://papelesdetrabajo.unr.edu.ar/index.php/revista/article/view/39 |
| Aporte de: |
| Sumario: | The following article discusses the history teachers' professional practicum process of mid-level in vulnerability scenarios. Through a qualitative approach based on an interview and content analysis, it is concluded a representation of teaching characterized by the multiplicity of tasks which is the teacher's role; the unexpected complexity of the task in these contexts; the personal involvement and the ethical position that demands them. |
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