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

Abstract


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.


Keywords


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

Full Text:

View PDF

References


Cantu, M. Y., & Martinez, N. H. (2006). Problems faced by beginning teachers in private elementary schools: A comparative study between Spain and Mexico. Revista Electrónica de Investigación Educativa, 8(2). Retrieved from file:///C:/Users/Utilizator/Downloads/141-663-1-PB.pdf

Conceiro, P. (2010). Better bad by known than good to know, induction, clash with reality and didactic models in the new teachers of geography in secondary education. II International Congress on beginning teachers and professional insertion in teaching. Buenos Aires, Argentina. Retrieved from http://cedoc.infd.edu.ar/noveles/principiantes

Contreras, D. J. (1997). The autonomy of teachers. Barcelona, Spain: Morata.

Dorfsman, M. (2012). La profesión docente en contextos de cambio: El docente global en la Sociedad de la Información [The teaching profession in contexts of change: The global teacher in the Information Society]. RED-DUSC, University Teaching in the Knowledge Society, 6. Retrieved from http://www.um.es/ead/reddusc/6

Eirin, N. R., Garcia, R. H. M., & Montero, M. L. (abril, 2009). Profesores principiantes e iniciación profesional. estudio exploratorio [Beginner teachers and professional induction. Exploratory Study]. Profesorado. Revista de Currículum y Formación de Profesorado, 13(1), 101-115.

Escudero Munoz, J. M. (2009). buenas prácticas y programas extraordinarios de atención al alumnado en riesgo de exclusión educativa [Best practices and special programs for students at risk of educational exclusión]. Professorado. Revista de Curriculum y Formacion del Profesorado, 13(3), 108-141.

Feinman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston (ed.), Handbook of research on teacher Education, 212-233, New York: Macmillan.

Fenstermacher, G. D., & Soltis, J. F. (1999). Approaches to teaching. Buenos Aires, Argentina: Amorrortu.

Freinet, C. (1998). Freinet techniques of the modern school. Buenos Aires, Argentina: Siglo XXI Editores.

Hernandez, S. R., Fernandez, C. C., & Baptista, L. P. (2010). Investigation methodology. Mexico City, Mexico: Mc Graw Hill.

Marcelo, C. (1992). Learning to teach: a study on the process of socialization of beginning teachers. Research Series (Research, Documentation and Evaluation Center), 69. Madrid, Spain: C.I.D.E. Retrieved from https://dialnet.unirioja.es/servlet/libro?codigo=99028

Gutek, G. L. (Ed.). (2004). The Montessori method: The origins of an educational innovation: including an abridged and annotated edition of Maria Montessori's The Montessori method. Lanham, USA: Rowman & Littlefield.

Namo, G. (2001). Formación inicial docente para la educación básica: uma (re) visa radical [Initial teacher training for basic education: uma (re) radical visa]. Iberoamerican Journal of Education. Mono Figure Teaching Profession, 25. Retrieved from http://www.rieoei.org/rie25a06.htm

Salinas, S., Gimenez, R., Iturralde, M., Baigorria, H., Juarez, L., Manzi, A., Bronzi, M. E., & Carbonel, A. (eds.), (2009). Los procesos de gestión en elacompañamiento a los docentes noveles [The management processes in the accompaniment of new teachers]. Buenos Aires, Argentina: Ministry of Education. Retrieved from https://es.scribd.com/document/131938777/002-Los-Procesos-de-Gestion-en-El-Acompaniamiento.

Schon, D. A. (1998). El profesional reflexivo : cómo piensan los profesionales cuando actúan [The reflective profesional, how professionals think in action]. Education Issues Magazine, 47. Retrieved from https://www.researchgate.net/publication/44460544_El_profesional_reflexivo_como_piensan_los_profesionales_cuando_actuan_Donald_A_Schon

Shulman, L. S. (1999). Knowledge and teaching: Foundations of the new reform. In J. Leach & B. Moon (Eds.), Learning and pedagogy (pp. 61-67). London, UK: Paul Chapman.

Solis, M. C., Nuñez, C., Contreras, I., Rittershaussen, S., Montecinos, C., & Walker, H. (2011). Conditions of practical training for future teachers. Pedagogical studies, 37(1).

Vera, J. (1988). The beginning teacher. The difficulties of teachers in the first years of work in teaching. Valencia, Spain: Promolibro.

Vonk, H. C. (1983). Problems of the beginning teacher. European Journal of Teacher Education, 6(2), 133-150.

Zuloaga, M. A. (2012). Model to evaluate the training and teaching performance of graduates of normal education institutions in Mexico. Doctoral thesis. Baja, USA: University of Baja California. Retrieved from http://ubc.edu.mx/wp-content/uploads/2013/05/TESIS-DOCTORAL-Antonieta-Zuloaga-Garmendia.pdf




DOI: http://dx.doi.org/10.18662/rrem/82

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 The Authors & LUMEN Publishing House

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright © RREM | A LUMEN Peer Reviewed Open Access Journal

Covered in | Web of Sciences (WOS); EBSCO; Google Scholar; Index Copernicus; Ideas RePeC; Econpapers; Socionet; CEEOL; Ulrich ProQuest; Cabell, Journalseek; Scipio; Philpapers; SHERPA/RoMEO repositories; KVK; WorldCat; CrossRef; CrossCheck.