Reproducir o transformar. El impacto de la primera experiencia laboral en la socialización profesional de los maestros recién egresados.
Fecha
2009
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Editor
Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Resumen
Descripción
¿Cuáles son las problemáticas que se le plantean al egresado respecto de lo aprendido durante su formación y la realidad que debe afrontar en las instituciones? ¿Qué representaciones se sostienen acerca de la institución y de la tarea? ¿Qué dispositivos de acompañamiento y sostén lo secundan en esta etapa profesional? Este artículo toma como fuente las conclusiones de una investigación focalizada en indagar acerca de los procesos que tienen lugar cuando los egresados de las escuelas de magisterio se inician como profesionales en las instituciones de Nivel Primario. Las tendencias a reproducir y/o a innovar, y las circunstancias que las contextualizan y condicionan, constituyen un aspecto sustantivo. Algunas ideas del presente trabajo dan cuenta de la necesidad de que en cada institución se implemente una estrategia para acoger y contribuir activamente a la socialización profesional de los maestros noveles. La formación docente debiera enfatizar dos aspectos: la formación general, que brinda herramientas para pensar y comprender la realidad, y las oportunidades, durante el período de estudiantes, de tomar contacto con el saber experiencial que detentan los expertos (maestros en ejercicio) capaces de desarrollar “buenas prácticas”.
What are the troubles a recent graduate will face during the learning years and the reality he or she will later confront in the institutions? What mental models does he or she hold about the institution and the teacher’s chores? What supporting devices will second him or her during this professional stage? This article is based on the conclusions of an investigation research focused on what happens when recently graduated teachers start their professional career in primary schools. Reproducing and/or innovating tendencies, provoked by new teachers, and the conditioning and contextualizing circumstances on which they depend, are key aspects of this work. Some of the conclusions tell us about the necessity of each and every institution for a strategy to host and contribute actively to the professional socialization of the new teachers. Teachers development should emphasize two aspects: general formation, that gives tools to think and understand reality; and opportunities -during the formation years- of getting in touch with the empirical knowledge held by the experts (working teachers) who are able to develop “good practices”.
What are the troubles a recent graduate will face during the learning years and the reality he or she will later confront in the institutions? What mental models does he or she hold about the institution and the teacher’s chores? What supporting devices will second him or her during this professional stage? This article is based on the conclusions of an investigation research focused on what happens when recently graduated teachers start their professional career in primary schools. Reproducing and/or innovating tendencies, provoked by new teachers, and the conditioning and contextualizing circumstances on which they depend, are key aspects of this work. Some of the conclusions tell us about the necessity of each and every institution for a strategy to host and contribute actively to the professional socialization of the new teachers. Teachers development should emphasize two aspects: general formation, that gives tools to think and understand reality; and opportunities -during the formation years- of getting in touch with the empirical knowledge held by the experts (working teachers) who are able to develop “good practices”.
Palabras clave
Formación Inicial, Estrategias de Acogida, Conocimiento Experiencial, Comprensión de la Realidad, Initial Formation, Hosting Strategies, Empirical Knowledge