The Professional Practice of Beginning Teachers in Primary Education in Mexico. A Case of Study in Monterrey, Nuevo León, Mexico

Luis Iván Sanchez Rodriguez, Adriana Dominguez Saldivar, Gerardo de Jesus Mendoza Jimenez


Within the framework of experiences of teaching reflection on professional practice, the research arose from the need to know what is the professional practice of beginning teachers in primary education and what kind of factors and problems are incidental to its exercise. The general objective is to explore and describe the characteristics of the professional practice of the beginning teachers, identifying the allelic dimensional factors that intervene in them, as well as the problems they face in the classroom. The theoretical framework of the study places the responsibilities of the beginning teacher in the teaching task; the qualitative methodology of descriptive type allowed the analysis of information through interviews, observations and focus groups to a sample of 15 beginning primary school teachers from the city of Monterrey, Nuevo León, Mexico. The categories of Dorfsman (2012) were the foundation of the investigative construct. It is concluded and confirmed that the transition of the training process towards the real practice of the professional practice of the beginning teachers in primary education means that their acting in the classroom is in some cases limited and in other cases benefited by problems and factors of professional and personal type, as well as their initiative and creativity in their teaching work.


Professional practice; primary education; beginning teachers; dimensions of analysis

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