Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching
| Autor principal: | |
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| Formato: | Online |
| Idioma: | spa eng |
| Publicado: |
Universidad Nacional, Costa Rica
2024
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805 |
| id |
ENSAYOSP19805 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Ensayos Pedagógicos |
| language |
spa eng |
| format |
Online |
| author |
Vargas Castro, Erick Zorobabel |
| spellingShingle |
Vargas Castro, Erick Zorobabel Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching |
| author_facet |
Vargas Castro, Erick Zorobabel |
| author_sort |
Vargas Castro, Erick Zorobabel |
| title |
Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching |
| title_short |
Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching |
| title_full |
Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching |
| title_fullStr |
Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching |
| title_full_unstemmed |
Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching |
| title_sort |
emotional profiles of novice teachers without training at the beginning of professional teaching |
| title_alt |
Perfiles emocionales del profesorado novel sin formación docente al iniciar la enseñanza profesional |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2024 |
| url |
https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805 |
| work_keys_str_mv |
AT vargascastroerickzorobabel emotionalprofilesofnoviceteacherswithouttrainingatthebeginningofprofessionalteaching AT vargascastroerickzorobabel perfilesemocionalesdelprofesoradonovelsinformaciondocentealiniciarlaensenanzaprofesional |
| _version_ |
1822054911609667584 |
| spelling |
ENSAYOSP198052024-10-04T23:08:32Z Emotional Profiles of Novice Teachers without Training at the Beginning of Professional Teaching Perfiles emocionales del profesorado novel sin formación docente al iniciar la enseñanza profesional Vargas Castro, Erick Zorobabel job satisfaction professional education professional status teacher training teacher selection enseñanza profesional estatus profesional formación docente satisfacción en el trabajo selección de docentes The beginning of teaching involves the confluence of multiple concerns and emotions with novice teachers as protagonists. In this regard, this article describes the emotional profiles resulting from the first teaching experience in upper secondary education in Mazatlán, Sinaloa, México, of professionals with initial training in different areas of knowledge, suddenly being immersed in complex classroom interactions. The research was qualitative, descriptive in scope. The fieldwork derived from the Biographical-Narrative method and two techniques, one main, semi-structured interview, and the other complementary with the narrative in written mode, for thirty teachers, organized into three groups: 1) physical, mathematical and engineering sciences, 2) social sciences, and 3) health sciences. The results showed a trend of concerns related to content mastery, discipline in the classroom, and the individual needs of students as the main causes of emotions ranging from satisfactory and challenging to learning, nervousness, tiredness, or even the desire to quit. It is concluded that there is a significant difference between groups according to a perception of the conflictive school reality and the priority towards different areas of education, whose linking root acquires meaning in relation to accredited initial training. El inicio de la enseñanza involucra la confluencia de múltiples preocupaciones y emociones con el profesorado novel como protagonista. Al respecto, el presente artículo describe los perfiles emocionales resultado de la primera experiencia de enseñanza en educación media superior, en Mazatlán, Sinaloa, México, de profesionistas con formación inicial en distintas áreas del conocimiento, al verse inmersos de súbito en complejas interacciones áulicas. La investigación fue de corte cualitativo, con alcance descriptivo. El trabajo de campo derivó del método biográfico-narrativo y dos técnicas: una principal, entrevista semiestructurada y, otra complementaria, con la narrativa en modalidad escrita, para 30 docentes, quienes se organizaron en tres grupos: 1) ciencias físico-matemáticas e ingenierías, 2) ciencias sociales y 3) ciencias de la salud. Los resultados mostraron una tendencia de preocupaciones relacionadas con el dominio de contenidos, disciplina en el aula y las necesidades individuales del alumnado, como principales causas de emociones, cuyo rango se extiende desde satisfactorias y retadoras hasta aprendizaje, nerviosismo, cansancio o incluso el deseo de renunciar. Se concluye la diferencia sensible entre grupos, según una percepción de la realidad escolar conflictiva y la prioridad hacia diferentes ámbitos de la enseñanza, cuya raíz vinculatoria adquiere sentido en relación con la formación inicial acreditada. Universidad Nacional, Costa Rica 2024-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion scientific papers artículos científicos application/pdf text/html text/xml application/epub+zip audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805 10.15359/rep.19-1.9 Ensayos Pedagógicos Journal; Vol. 19 No. 1 (2024): January-June; 1-33 Revista Ensayos Pedagógicos; Vol. 19 Núm. 1 (2024): Enero-junio; 1-33 2215-3330 1659-0104 spa eng https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805/31380 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805/31381 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805/31796 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805/31382 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805/31383 https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19805/31384 Derechos de autor 2024 Revista Ensayos Pedagógicos https://creativecommons.org/licenses/by-nc-nd/4.0/ |