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PROFESORADO PRINCIPIANTE: ENTRE MONTAÑAS Y VEREDAS, APRENDIENDO A SER MAESTRO EN EL SURESTE MEXICANO

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Author(s): Iván Alexis Pinto Diaz

Journal: Olhar de Professor
ISSN 1518-5648

Volume: 15;
Issue: 02;
Start page: 237;
Date: 2012;
Original page

Keywords: Beginning teachers | Diffi culties | Challenges | Education

ABSTRACT
This article presents the rresults of the investigation called "The fi rst years of teaching in basic education: reconstruction of practices and experiences in disadvantaged contexts" which presents evidence of the situation faced by beginning teachers in rural communities in the state of Chiapas in the southeast of Mexico.The article recovers the adventures, anxieties and lessons from the fi rst days and months that beginning teachers experience in the workplace, and in the community. From a series of on-site interviews the article reports not only the experience, but also the gap between the training processes offered by teacher education institutions, and the reality lived by beginning teachers. The article emphasizes that there is not support, and assistance for the fi rst years of teaching. It also provides evidence based on teachers’ testimonies, that it is the reality they experience that turns them into teachers and, commits them to the profession in which they are immersed. The article has a broader purpose, which is to document the reality, and participate in the debate about the need to establish, and support programs for beginning teachers to develop and strengthen the teaching task. As it will be noticed beginning teachers live intensively their fi rst teaching years, despite the diffi culties and confl icts, it is a revealing and formative meaningful experience. The issue is systematized and presented as a resource that can enrich continuing education.
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