Sentido de vida y generatividad en profesores rurales chilenos
Objective: To interpret from a narrative perspective those strategies that favor the emergence of potentially generative behaviors on the part of teachers, contributing to the systematization of new ways of understanding the professional work of Chilean rural teachers. Method: a qualitative interpre...
| Subtitles: | Sense of Life and Generativity in Chilean Rural Teachers |
|---|---|
| Authors: | ; |
| Format: | Electronic Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Institution
2023
|
| In: |
Cauriensia
Year: 2023, Volume: 18, Pages: 805-833 |
| Further subjects: | B
escuela rural
B Espiritualidad B sentido de vida B generatividad B Pedagogía |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Objective: To interpret from a narrative perspective those strategies that favor the emergence of potentially generative behaviors on the part of teachers, contributing to the systematization of new ways of understanding the professional work of Chilean rural teachers. Method: a qualitative interpretive approach is adopted, following a descriptive, exploratory and transversal design. The sample is of an intentional nature, made up of 12 educators who have 33 years of experience in rural schools present in the Metropolitan, La Araucanía and Los Ríos Regions (Chile). For the interpretation of the data, content analysis is used, following the logic of the Grounded Theory and the In-Depth Interviews from the generative narrative perspective. Results: The strategies that favor the deployment of generative behaviors are the sense of life and spirituality, expressed in autonomy, flexibility and a high pedagogical involvement in their professional work, as well as a high sense of self-efficacy in their educational task. Finally, the teaching staff reveals a generative sense of life in which challenging personal goals and projects converge that contribute to the development of the communities in which they operate daily, configuring an educational legacy that transcends time. | ||
| 520 | |a Objetivo: Interpretar desde la perspectiva narrativa aquellas estrategias que favorecen la emergencia de comportamientos potencialmente generativos por parte del profesorado, contribuyendo a la sistematización de nuevas formas de comprensión del quehacer profesional docente rural chileno. Método: se adopta un enfoque interpretativo cualitativo, siguiendo un diseño descriptivo, exploratorio y transversal. La muestra es de carácter intencional, conformada por 12 educadores quienes 33 años de experiencia en escuelas rurales presentes en las Regiones Metropolitana, La Araucanía y los Ríos (Chile). Para la interpretación de los datos, se recurre al análisis de contenido, siguiendo la lógica de la Teoría Fundamentada y las Entrevistas en Profundidad desde la perspectiva narrativa generativa. Resultados: Las estrategias que favorecen el despliegue de comportamientos generativos son el sentido de vida y la espiritualidad, expresándose en la autonomía, flexibilidad y una alta implicación pedagógica frente a su quehacer profesional, además de un alto sentido de autoeficacia en su tarea educativa. Finalmente, el profesorado devela un sentido de vida generativo en el que confluyen metas y proyectos personales desafiantes que contribuyen al desarrollo de las comunidades en las que se desenvuelven cotidianamente, configurando un legado educativo que trasciende en el tiempo. | ||
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