Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case

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This article seeks to contribute to clarify the relationship between Uruguayan teachers´ social representations about their teaching work and the indicators of students´ performance in secondary education in the country. The study supports the argument that the reality of secondary education has giv...

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Autores principales: Mancebo, María Ester, Romero, Margarita
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2020
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8589
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8589_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
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spelling I28-R145-8589_oai2025-11-17 Mancebo, María Ester Romero, Margarita 2020-08-01 This article seeks to contribute to clarify the relationship between Uruguayan teachers´ social representations about their teaching work and the indicators of students´ performance in secondary education in the country. The study supports the argument that the reality of secondary education has given feedback but in an extremely weak way, which has operated as a brake on the processes of educational change. This was a quantitative research based on the microdata of the National Teacher Survey of 2015. One of the main findings was that teachers share positive representations about their competences to get students to learn. Simultaneously, they consider that students tend to comply with their tasks but they are neither proactive nor collaborative and, on occasions, they assume violent behavior. According to Uruguayan teachers, their disciplinary knowledge and their pedagogical–didactic capacity constitute strengths of their training but they also recognize weak aspects that are key in today’s middle school: the teaching of students with greater socio–educational vulnerability, the presence of cultural heterogeneity in the educational centers, students´ learning difficulties and the educational use of the ICTs. Este artículo busca contribuir a clarificar la relación entre las representaciones sociales de los profesores uruguayos sobre su labor docente y los indicadores del rendimiento estudiantil en educación secundaria en el país. El estudio sostiene que la realidad de la educación media ha retroalimentado las representaciones docentes, pero lo ha hecho en forma sumamente débil, lo cual ha operado como un freno en los procesos de cambio educativo. La investigación fue cuantitativa, habiéndose procesado los microdatos de la Encuesta Nacional Docente del año 2015. Como hallazgos cabe señalar que los profesores comparten representaciones positivas sobre sus competencias para lograr que los estudiantes aprendan. Simultáneamente, consideran que estos tienden a cumplir con el “oficio de ser alumno”, pero no son proactivos ni colaborativos y, en ocasiones, asumen comportamientos violentos. Para los profesores uruguayos su conocimiento disciplinar y su capacidad didáctico–pedagógica constituyen fortalezas de su formación, pero reconocen como debilidades aspectos que son clave en la escuela media de hoy: la enseñanza a los alumnos que presentan mayor vulnerabilidad socioeducativa, la presencia de heterogeneidad cultural en los centros educativos, las dificultades de aprendizaje, el aprovechamiento educativo de las TIC. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8589 10.34096/iice.n46.8589 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8589/7460 Revista del IICE; Núm. 46 (2019); 57-82 2451-5434 0327-7763 Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case Representaciones docentes y logros en educación secundaria. Análisis del caso uruguayo info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8589_oai
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
description This article seeks to contribute to clarify the relationship between Uruguayan teachers´ social representations about their teaching work and the indicators of students´ performance in secondary education in the country. The study supports the argument that the reality of secondary education has given feedback but in an extremely weak way, which has operated as a brake on the processes of educational change. This was a quantitative research based on the microdata of the National Teacher Survey of 2015. One of the main findings was that teachers share positive representations about their competences to get students to learn. Simultaneously, they consider that students tend to comply with their tasks but they are neither proactive nor collaborative and, on occasions, they assume violent behavior. According to Uruguayan teachers, their disciplinary knowledge and their pedagogical–didactic capacity constitute strengths of their training but they also recognize weak aspects that are key in today’s middle school: the teaching of students with greater socio–educational vulnerability, the presence of cultural heterogeneity in the educational centers, students´ learning difficulties and the educational use of the ICTs.
format Artículo
publishedVersion
author Mancebo, María Ester
Romero, Margarita
spellingShingle Mancebo, María Ester
Romero, Margarita
Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case
author_facet Mancebo, María Ester
Romero, Margarita
author_sort Mancebo, María Ester
title Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case
title_short Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case
title_full Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case
title_fullStr Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case
title_full_unstemmed Teachers´ representations and achievements in secondary education. Analysis of the Uruguayan case
title_sort teachers´ representations and achievements in secondary education. analysis of the uruguayan case
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2020
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8589
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8589_oai
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AT romeromargarita representacionesdocentesylogroseneducacionsecundariaanalisisdelcasouruguayo
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