Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira

Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira

This article presents the results of a case study whose objective was to describe the process of training first-year college teachers. The information was collected through in-depth interviews. In the context investigated, the novice teachers do not get enough institutional support in their new jobs...

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Autores principales: Vivas de Chacón, Mireya, Becerra Torres, Gladys, Díaz Herrera, Dámaris
Formato: Online
Lenguaje:spa
eng
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/113
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spelling redie-article-1132017-04-19T01:07:39Z Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira La formación del profesor novel en el Departamento de Pedagogía de la Universidad de Los Andes Táchira Vivas de Chacón, Mireya Becerra Torres, Gladys Díaz Herrera, Dámaris Teacher training novice teacher university teaching. Formación del profesorado profesor novel docencia universitaria. This article presents the results of a case study whose objective was to describe the process of training first-year college teachers. The information was collected through in-depth interviews. In the context investigated, the novice teachers do not get enough institutional support in their new jobs and develop their work alone, since they do not carry on research or learn to teach alongside more-experienced teachers. The new teachers said they felt nervous, insecure, rejected, distressed, alone and disoriented. The results of this study reveal a disparity between what is demanded by the rules established for the training of new university teachers, and what actually happens in the departments. This is because training plans are not carried out, and training is considered to be the responsibility of the novice teacher. Finally, recommendations are made for the development of a training policy for new faculty members. En este artículo se presentan los resultados de un estudio de caso que tuvo como objetivo describir el proceso de formación de los profesores noveles universitarios. La información se recogió a través de entrevistas a profundidad.  En el contexto investigado, el docente que ingresa no recibe suficiente apoyo institucional para su inserción a la institución y desarrolla su trabajo de manera solitaria, ya que no investiga ni aprende a enseñar junto a los profesores de mayor experiencia.  Los profesores noveles manifestaron sentirse nerviosos, desconfiados, rechazados, angustiados, solos y desorientados.  Los resultados de esta investigación revelan una discordancia entre lo que demandan las normas establecidas para la formación de los profesores de ingreso reciente a la universidad y lo que realmente se ejecuta en los departamentos, porque los planes de formación no se cumplen y la formación queda bajo la exclusiva responsabilidad del profesor que ingresa. Al final, se presentan recomendaciones para la elaboración de una política de formación del profesorado novel. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/113 Revista Electrónica de Investigación Educativa; Vol. 7 No. 1 (2005) Revista Electrónica de Investigación Educativa; Vol. 7 Núm. 1 (2005) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/113/1103 https://redie.uabc.mx/index.php/redie/article/view/113/193 https://redie.uabc.mx/index.php/redie/article/view/113/1104 https://redie.uabc.mx/index.php/redie/article/view/113/194 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Vivas de Chacón, Mireya
Becerra Torres, Gladys
Díaz Herrera, Dámaris
spellingShingle Vivas de Chacón, Mireya
Becerra Torres, Gladys
Díaz Herrera, Dámaris
Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira
author_facet Vivas de Chacón, Mireya
Becerra Torres, Gladys
Díaz Herrera, Dámaris
author_sort Vivas de Chacón, Mireya
title Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira
title_short Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira
title_full Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira
title_fullStr Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira
title_full_unstemmed Training the novice teacher in the Pedagogy Department of Education of the University of the Andes, Tachira
title_sort training the novice teacher in the pedagogy department of education of the university of the andes, tachira
description This article presents the results of a case study whose objective was to describe the process of training first-year college teachers. The information was collected through in-depth interviews. In the context investigated, the novice teachers do not get enough institutional support in their new jobs and develop their work alone, since they do not carry on research or learn to teach alongside more-experienced teachers. The new teachers said they felt nervous, insecure, rejected, distressed, alone and disoriented. The results of this study reveal a disparity between what is demanded by the rules established for the training of new university teachers, and what actually happens in the departments. This is because training plans are not carried out, and training is considered to be the responsibility of the novice teacher. Finally, recommendations are made for the development of a training policy for new faculty members.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2005
url https://redie.uabc.mx/index.php/redie/article/view/113
_version_ 1715723506589630464

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