| Autor: |
Yesenia Quiceno Serna |
| Jazyk: |
angličtina |
| Rok vydání: |
2017 |
| Předmět: |
|
| Zdroj: |
Revista Latinoamericana de Estudios Educativos, Vol 13, Iss 2, Pp 151-176 (2017) |
| ISSN: |
1900-9895 |
| Popis: |
The general objective of this study was focused on the reconstitution of the professional identity or the beginner teacher of Natural Sciences and his relationship with professional knowledge present in the stage of professional insertion. To explore these relationships implied the development of a qualitative-interpretative study from a biographical-narrative approach, where life stories from five first-time Science teachers were crossed with stories of teachers between one and five years of professional practice. The importance of contexts of insertion in the reconstitution of identity and the commitment that teachers assume with Science teaching and teaching as a profession is recognized from the information collected. Likewise, it is concluded that as there is still no rooted “class routines” in the young professionals, the way they assume themselves in their practice corresponds to the confrontation of the imaginary constructed during the continuum of professional training. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
|
