Thoughts of Chilean Teachers about Teaching Career: evidence 2011-2019
DOI:
https://doi.org/10.31619/caledu.n55.1010Keywords:
teacher competencies, teacher training, improvement, educational policy, teacher thinking, teacher discourseAbstract
The study reviews the scientific evidence produced in the period 2011-2019, regarding the thoughts of Chilean school teachers about teaching career. A qualitative methodology is developed with a design type systematic review, looking into reports, articles and research summaries produced between 2011 and 2019, finally selecting 34 sources. For analysis seven aprioristic categories were raised. The conclusions show a contradictory opinion about initial teacher training, a repeated need to link universities and schools, an important participation in cases of continuous training, a negative vision of Teacher Evaluations, a feeling of valuation from the educational community, but not from the State, and the discourse installed regarding work overload and burnout.
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