Autor/es
Descripción
ver mas
Colaborador
Southwell, Myriam
Materias
Spatial Coverage
Idioma
spa
Extent
423 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
7593303
Ciudad Autónoma de Buenos Aires (autonomus city)
Abstract
This research seeks to analyze the relationship between the training trajectories (basic and progressive) of the High School beginner teachers and their strategies to get access to the labor market, taking into account its current regulations.
The population under study includes all the teachers who begin to work at school and have 5 years of experience at maximum, considering a heterogeneous range of cases, such as those who have an official degree, an “enabling” degree, or a supplementary degree or even those who have not graduated yet.
Standing from the interpretive paradigm, a qualitative approach is proposed as well as a historical and cultural perspective, in order to analyze the training trajectories and labor insertion strategies of History, Geography and Literature teachers, who work in public and private Secondary Schools in Buenos Aires city, In the context of the implementation of the so-called New High School, who study as well at Higher Education Institutions specializing in teacher training as at University Institutes.
Through the last decades, the beginner teachers’ phenomenon has been present in public policy, in Latin America and Argentina, and it has been studied in many investigations. Nevertheless, in most cases, this has been studied using the “novice” category. This PhD thesis aims to question the elements which define the “novice teacher” and brings a new one, calling them “beginners”, considering the argentine teachers training sub-system reconfiguration.
From this “reconfiguration” assumption, marked by the compulsion of High School education and the expansion of Higher Education, this investigation seeks to inquire: the weight which has the training system on the labor insertion of these teachers, the existing diversity in their trajectories and profiles, and, finally, if the progressive training offer takes into account in any way their labor insertion.
From a qualitative approach, the corpus of empirical data of this thesis consisted on the conduction of 24 deep interviews to “beginners” teachers, participant observation at 8 continuous teacher training courses (CTTC) in Buenos Aires city and at 2 Teachers Classification Commissions; along with some informal chats with key informants related to this kind of training.
In such a way, this research pretends to provide to the teachers training field, inquiring those elements which still are not very much developed in the pedagogical and sociological fields, specifically: the joint analysis of both, the training of beginner teachers and the Higher Education Institutions specializing in teacher training (HEITT), combined with the observation of labor insertion; to redefine the scope of the “beginner” category, considering the incorporation of teachers who integrate the first generation in the family which get access to higher education level; and to link the teachers training to their working conditions, seeking to analyze in the future how these conditions influence on the teachers everyday work.
From the data analyzed in our fieldwork, we will summarize the most relevant findings:
- We bring here the redefinition of the category of “beginners” by incorporating first generation young people in their family who access the higher level, as well as students who inserted early to the task of teaching, and establishing a distance from those standings that define the category of beginners based on age.
- Regarding on the initial teacher training (ITT), in the context of the double conformation of the Argentine training subsystem, it is observed that the training trajectories analyzed are not linear but varied, and in many cases they were interrupted by changes in the professional choice, or crossed by the economic need to study and work.
- In relation to the teachers' perception about their ITT, it is clear that the university graduates recognize serious shortcomings in their teacher training although they ponder their disciplinary training, while those who studied in a HEITT revalue their training for teaching, and observe some shortcomings in their disciplinary training. The formative activities of the scholar practices are an enriching experience for the students, although in the University the trainer’s lack of accompaniment is highlighted.
- From the data collection conducted about the offer of the CTTC, a vacancy in the proposals and a predominance of the virtual modality for secondary school teachers in the area of Social Sciences and an absence of an integrated offer for beginners, as well as a lack of accompaniment, are observed at their labor insertion moment from public policies, despite the presence of this issue in the public agenda and current regulations.
- From the observations made it is recognized that the CTTC instances as well as the Public Acts of the Teaching Classification Commissions of Buenos Aires city, are valid spaces for professional socialization where beginners build networks with their future colleagues and access to valuable information that allows them to know the rules of the educational market game, being ritualized spaces where the beginner confirms his identity of "aspiring" to "teacher in exercise".
- The labor insertions of the beginner professors draw diverse routes, considering an absence of the accompaniment from the formative and scholar institutions. But it’s not only about loneliness: the presence of colleagues and networks between peers appear recurrently as compensation. Private management schools appear as the "gateway" for beginners, in conditions of greater job insecurity, while they aspire to enter state schools, where they get the hours that "nobody wants" although in more stable conditions.
- It’s established that beginners deploy varied and combined professional insertion and reproduction strategies, as well as they appropriate and reinterpret the rules of the game, looking for gaps in the regulation of entry into the teaching labor market, such as the remaining vacancy system, and create networks that allow them to enter secondary schools of state and private management.
The population under study includes all the teachers who begin to work at school and have 5 years of experience at maximum, considering a heterogeneous range of cases, such as those who have an official degree, an “enabling” degree, or a supplementary degree or even those who have not graduated yet.
Standing from the interpretive paradigm, a qualitative approach is proposed as well as a historical and cultural perspective, in order to analyze the training trajectories and labor insertion strategies of History, Geography and Literature teachers, who work in public and private Secondary Schools in Buenos Aires city, In the context of the implementation of the so-called New High School, who study as well at Higher Education Institutions specializing in teacher training as at University Institutes.
Through the last decades, the beginner teachers’ phenomenon has been present in public policy, in Latin America and Argentina, and it has been studied in many investigations. Nevertheless, in most cases, this has been studied using the “novice” category. This PhD thesis aims to question the elements which define the “novice teacher” and brings a new one, calling them “beginners”, considering the argentine teachers training sub-system reconfiguration.
From this “reconfiguration” assumption, marked by the compulsion of High School education and the expansion of Higher Education, this investigation seeks to inquire: the weight which has the training system on the labor insertion of these teachers, the existing diversity in their trajectories and profiles, and, finally, if the progressive training offer takes into account in any way their labor insertion.
From a qualitative approach, the corpus of empirical data of this thesis consisted on the conduction of 24 deep interviews to “beginners” teachers, participant observation at 8 continuous teacher training courses (CTTC) in Buenos Aires city and at 2 Teachers Classification Commissions; along with some informal chats with key informants related to this kind of training.
In such a way, this research pretends to provide to the teachers training field, inquiring those elements which still are not very much developed in the pedagogical and sociological fields, specifically: the joint analysis of both, the training of beginner teachers and the Higher Education Institutions specializing in teacher training (HEITT), combined with the observation of labor insertion; to redefine the scope of the “beginner” category, considering the incorporation of teachers who integrate the first generation in the family which get access to higher education level; and to link the teachers training to their working conditions, seeking to analyze in the future how these conditions influence on the teachers everyday work.
From the data analyzed in our fieldwork, we will summarize the most relevant findings:
- We bring here the redefinition of the category of “beginners” by incorporating first generation young people in their family who access the higher level, as well as students who inserted early to the task of teaching, and establishing a distance from those standings that define the category of beginners based on age.
- Regarding on the initial teacher training (ITT), in the context of the double conformation of the Argentine training subsystem, it is observed that the training trajectories analyzed are not linear but varied, and in many cases they were interrupted by changes in the professional choice, or crossed by the economic need to study and work.
- In relation to the teachers' perception about their ITT, it is clear that the university graduates recognize serious shortcomings in their teacher training although they ponder their disciplinary training, while those who studied in a HEITT revalue their training for teaching, and observe some shortcomings in their disciplinary training. The formative activities of the scholar practices are an enriching experience for the students, although in the University the trainer’s lack of accompaniment is highlighted.
- From the data collection conducted about the offer of the CTTC, a vacancy in the proposals and a predominance of the virtual modality for secondary school teachers in the area of Social Sciences and an absence of an integrated offer for beginners, as well as a lack of accompaniment, are observed at their labor insertion moment from public policies, despite the presence of this issue in the public agenda and current regulations.
- From the observations made it is recognized that the CTTC instances as well as the Public Acts of the Teaching Classification Commissions of Buenos Aires city, are valid spaces for professional socialization where beginners build networks with their future colleagues and access to valuable information that allows them to know the rules of the educational market game, being ritualized spaces where the beginner confirms his identity of "aspiring" to "teacher in exercise".
- The labor insertions of the beginner professors draw diverse routes, considering an absence of the accompaniment from the formative and scholar institutions. But it’s not only about loneliness: the presence of colleagues and networks between peers appear recurrently as compensation. Private management schools appear as the "gateway" for beginners, in conditions of greater job insecurity, while they aspire to enter state schools, where they get the hours that "nobody wants" although in more stable conditions.
- It’s established that beginners deploy varied and combined professional insertion and reproduction strategies, as well as they appropriate and reinterpret the rules of the game, looking for gaps in the regulation of entry into the teaching labor market, such as the remaining vacancy system, and create networks that allow them to enter secondary schools of state and private management.
Título obtenido
Doctora de la Universidad de Buenos Aires en Ciencias Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales