Teachers and the New/Old Argentinean Secondary School

Secondary education is currently the subject of many transformations, policies and debates. These call into question its historical function, the organization of its curriculum, teachers’ work, and the way it gives meaning to adolescents’ academic experience. This paper offers the results of a resea...

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Main Authors:	Vezub, Lea Fernanda, Garabito, María Florencia
Format:	info:eu-repo/semantics/article
Language:	spa
Published:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Subjects:	Secundaria formación docente formación profesional democratización de la educación
Online Access:	https://redie.uabc.mx/index.php/redie/article/view/1096
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id	repositorioinstitucional-20.500.12930-6230
record_format	dspace
spelling	repositorioinstitucional-20.500.12930-62302023-05-09T15:04:40Z Teachers and the New/Old Argentinean Secondary School Los profesores frente a la nueva/vieja escuela secundaria argentina Vezub, Lea Fernanda Garabito, María Florencia Secundaria formación docente formación profesional democratización de la educación Secondary education is currently the subject of many transformations, policies and debates. These call into question its historical function, the organization of its curriculum, teachers’ work, and the way it gives meaning to adolescents’ academic experience. This paper offers the results of a research project that sought to determine how teachers perceive these changes, the problems they identify, and how their professional identities may be repositioned as a result. With that in mind, the study considered the inclusion processes for new adolescents and ICT integration in secondary schools, and analyzes the challenges in teacher training and professional development. The study was carried out from a sociocritical perspective, and applied extended information collection methods and a semi-structured questionnaire. The open-ended questions were systematized with the software Atlas.ti for qualitative data analysis. El nivel secundario es actualmente objeto de múltiples transformaciones, políticas y debates. Se cuestiona su función histórica, la organización del currículum, el trabajo de los docentes y de qué manera es posible dar sentido a la experiencia escolar de los adolescentes. El artículo presenta los resultados de un proyecto de investigación, cuyo propósito fue indagar cómo perciben estos cambios los profesores, cuáles son los problemas que identifican y qué reposicionamientos se generan en sus identidades profesionales. A tal fin se consideraron los procesos de inclusión de nuevos adolescentes y la integración de las TIC en la secundaria, y se analizan los desafíos para la formación y desarrollo profesional de los docentes. La investigación se llevó a cabo desde una perspectiva sociocrítica; con métodos de recolección de información en extensión y la aplicación de un cuestionario semi-estructurado. Las preguntas abiertas fueron sistematizadas con el software Atlas.ti para análisis de datos cualitativos. 2017-01-10 2021-06-03T03:08:15Z 2021-06-03T03:08:15Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1096 10.24320/redie.2017.19.1.1096 https://hdl.handle.net/20.500.12930/6230 spa https://redie.uabc.mx/index.php/redie/article/view/1096/1511 https://redie.uabc.mx/index.php/redie/article/view/1096/1514 https://redie.uabc.mx/index.php/redie/article/view/1096/1915 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 19 No. 1 (2017); 123 - 140 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 1 (2017); 123 - 140 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Secundaria formación docente formación profesional democratización de la educación
spellingShingle	Secundaria formación docente formación profesional democratización de la educación Vezub, Lea Fernanda Garabito, María Florencia Teachers and the New/Old Argentinean Secondary School
description	Secondary education is currently the subject of many transformations, policies and debates. These call into question its historical function, the organization of its curriculum, teachers’ work, and the way it gives meaning to adolescents’ academic experience. This paper offers the results of a research project that sought to determine how teachers perceive these changes, the problems they identify, and how their professional identities may be repositioned as a result. With that in mind, the study considered the inclusion processes for new adolescents and ICT integration in secondary schools, and analyzes the challenges in teacher training and professional development. The study was carried out from a sociocritical perspective, and applied extended information collection methods and a semi-structured questionnaire. The open-ended questions were systematized with the software Atlas.ti for qualitative data analysis.
format	info:eu-repo/semantics/article
author	Vezub, Lea Fernanda Garabito, María Florencia
author_facet	Vezub, Lea Fernanda Garabito, María Florencia
author_sort	Vezub, Lea Fernanda
title	Teachers and the New/Old Argentinean Secondary School
title_short	Teachers and the New/Old Argentinean Secondary School
title_full	Teachers and the New/Old Argentinean Secondary School
title_fullStr	Teachers and the New/Old Argentinean Secondary School
title_full_unstemmed	Teachers and the New/Old Argentinean Secondary School
title_sort	teachers and the new/old argentinean secondary school
publisher	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate	2017
url	https://redie.uabc.mx/index.php/redie/article/view/1096
_version_	1792609103012429824

Teachers and the New/Old Argentinean Secondary School

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