Autobiographies and Career Choices of Natural Science Teachers

Autobiographies and Career Choices of Natural Science Teachers

Teachers’ autobiographies are key to understanding their career choices. Thematic content analysis was employed to explore the formative experiences of 70 Argentinian teachers of natural sciences pursuing a graduate degree. Their formative experiences occurred most commonly (43%) in high school, and...

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Autors principals: Luzuriaga, Mariana, Podestá, María Eugenia, Furman, Melina
Format: Online
Idioma:spa
Publicat: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Accés en línia:https://redie.uabc.mx/redie/article/view/4332
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id redie-article-4332
record_format ojs
institution REDIE
collection OJS
language spa
format Online
author Luzuriaga, Mariana
Podestá, María Eugenia
Furman, Melina
spellingShingle Luzuriaga, Mariana
Podestá, María Eugenia
Furman, Melina
Autobiographies and Career Choices of Natural Science Teachers
author_facet Luzuriaga, Mariana
Podestá, María Eugenia
Furman, Melina
author_sort Luzuriaga, Mariana
title Autobiographies and Career Choices of Natural Science Teachers
title_short Autobiographies and Career Choices of Natural Science Teachers
title_full Autobiographies and Career Choices of Natural Science Teachers
title_fullStr Autobiographies and Career Choices of Natural Science Teachers
title_full_unstemmed Autobiographies and Career Choices of Natural Science Teachers
title_sort autobiographies and career choices of natural science teachers
description Teachers’ autobiographies are key to understanding their career choices. Thematic content analysis was employed to explore the formative experiences of 70 Argentinian teachers of natural sciences pursuing a graduate degree. Their formative experiences occurred most commonly (43%) in high school, and notably,  40% of these high school experiences were described as “negative.” The results revealed three types of role model: “lighthouse” teachers, who sparked an interest in sciences or teaching; “inspirational” teachers, role models in the way they taught; and “anti-models,” whose lead the teachers hope not to follow. The findings also highlighted the importance of secondary education as a defining stage of career paths, and a need for role models that promote teaching as a career choice, in particular in areas where there is a shortage of teachers, as is the case in science.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4332
_version_ 1798984267682807808
spelling redie-article-43322024-05-03T18:43:54Z Autobiographies and Career Choices of Natural Science Teachers Autobiografías y elección de carrera de educadores en Ciencias Naturales Autobiografias e escolha de carreira de educadores em Ciências Naturais Luzuriaga, Mariana Podestá, María Eugenia Furman, Melina autobiografías docente de secundaria elección profesional Ciencias Naturales autobiographies secondary school teachers career choice Natural sciences autobiografias professor do ensino secundário escolha profissional Ciências Naturais Teachers’ autobiographies are key to understanding their career choices. Thematic content analysis was employed to explore the formative experiences of 70 Argentinian teachers of natural sciences pursuing a graduate degree. Their formative experiences occurred most commonly (43%) in high school, and notably,  40% of these high school experiences were described as “negative.” The results revealed three types of role model: “lighthouse” teachers, who sparked an interest in sciences or teaching; “inspirational” teachers, role models in the way they taught; and “anti-models,” whose lead the teachers hope not to follow. The findings also highlighted the importance of secondary education as a defining stage of career paths, and a need for role models that promote teaching as a career choice, in particular in areas where there is a shortage of teachers, as is the case in science. Las autobiografías docentes son un elemento clave para comprender la elección de carrera. Mediante un análisis temático de contenido se analizaron las experiencias formativas de 70 docentes argentinos de Ciencias Naturales que cursan un posgrado universitario. De las experiencias formativas relatadas la mayoría (43%) se dio en la escuela secundaria; destaca que de dicho porcentaje 40% fueron calificadas como “negativas”. Los resultados revelaron tres tipos de referentes: docentes Faro, quienes despertaron interés por las ciencias o la enseñanza; Inspiradores, modelos a seguir por su forma de enseñar, y Antimodelos, aquellos a los que no se quiere imitar; y, por otro lado, evidenciaron la importancia del nivel secundario como etapa definitoria en la orientación profesional, así como la necesidad de que existan buenos modelos que fomenten la elección de la docencia, en particular de disciplinas con escasez de profesores –como lo son las científicas. As autobiografias docentes  são um elemento chave para compreender a escolha da carreira. Por meio de uma análise temática de conteúdo, foram analisadas as experiências formativas de 70 professores argentinos de Ciências Naturais que cursam um curso de pós-graduação universitário. Das experiências formativas relatadas, a maioria (43%) ocorreu na escola secundária; destacando que 40% desta percentagem foi classificada como "negativa". Os resultados revelaram três tipos de referentes: docentes Faro, que despertaram interesse pela ciência ou pelo ensino; Inspiradores, modelos a seguir pela sua forma de ensinar, e Antimodelos, aqueles que não querem imitar; e, por outro lado, evidenciaram a importância do nível secundário como etapa definidora na orientação profissional, bem como a necessidade de que existam modelos que fometem a escolha da docencia, principalmente em disciplinas com carência de docentes - como são as científicas. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-05-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/4332 10.24320/redie.2023.25.e14.4332 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-15 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-15 1607-4041 spa https://redie.uabc.mx/redie/article/view/4332/2405 https://redie.uabc.mx/redie/article/view/4332/2407 https://redie.uabc.mx/redie/article/view/4332/2418 https://redie.uabc.mx/redie/article/view/4332/2413 https://redie.uabc.mx/redie/article/view/4332/2435 Derechos de autor 2023 Mariana Luzuriaga, María Eugenia Podestá, Melina Furman https://creativecommons.org/licenses/by-nc/4.0

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