Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

The rural teaching profession demands a genuine commitment to the development of future generations, ensuring a legacy that transcends time. Thus, generativity would be a characteristic dimension of the teaching function manifested in various forms, roles and tasks aimed at caring for students and their communities of origin. Objective: To explore the relational dynamics that rural teachers have constructed throughout their life trajectories and how these have influenced the potentially generative development of their teaching identity. Method: an interpretative-qualitative approach was adopted, following a descriptive, exploratory and cross-sectional design. The purposive sample consisted of twelve teachers with an average of 33 years of experience in rural schools in the Metropolitan Region, La Araucanía and Los Ríos (Chile). In-depth interviews from a narrativegenerative perspective were used to collect the data. Subsequently, the stories were subjected to content analysis, following the logic of Grounded Theory. Results: The teachers show a potentially generative development, expressed in the construction of relational dynamics of trust, reciprocity and positive affection with their students. With their peers, they demonstrate collaborative practices, teamwork and orientation towards continuous improvement in their professional work. At the management level, they stand out for their leadership skills and commitment to the development of rural communities.National Research and Development Agency/National Fund for Scientific and Technological Research of Chile (FONDECYT) 1119002

Tándem : didáctica de la educación física

Resumen basado en el de la publicaciónMonográfico con el título: "Grupos interactivos y encuentros para aprender"Se presenta la tertulia dialógica como una propuesta pensada para para las comunidades de aprendizaje que se basa en la combinación de clases motrices y dialógicas. Se desarrolla un ejemplo que vincula los hábitos de vida saludables y actividad física. La clase eje (tertulia) que da nombre a la propuesta utiliza el proceso comunicativo, el debate y la argumentación para orientar al alumnado hacia el aprendizaje.Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5; 28014 Madrid; Tel. +34917748000; [email protected]

Componentes actitudinales del Profesor de Educación Física frente a un alumno con mielomeningocele en el marco de la intervención formal en el Aula

Tesis (Profesor de Educación Física para la Enseñanza Básica)La presente investigación abarca los aspectos de la relación profesor-alumno en situación de discapacidad, específicamente durante la enseñanza básica. Para esto se precisó una investigación cualitativa, en la que se realizaron entrevistas semi-estructuradas a profesores de Educación Física que tuvieron la oportunidad de realizarle clases a un alumno con Mielomeningocele en un Colegio particular, sin proyecto educativo de integración, perteneciente a la comuna de Viña del Mar. El objetivo central de esta investigación es describir los conocimientos, emociones y acciones de los profesores, frente a la presencia de un alumno con NEE en las clases de Educación Física en el marco de su formación universitaria y personal. Se procedió a analizar las entrevistas, a través del análisis de contenido semántico, elaborando dimensiones y categorías, "a priori" y ex-post-facto tratándose de un estudio de un hecho ya ocurrido. Estas entrevistas fueron analizadas por un grupo entrenado de codificadores que sirvieron para evitar el sesgo en la investigación

Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

The rural teaching profession demands a genuine commitment to the development of future generations, ensuring a legacy that transcends time. Thus, generativity would be a characteristic dimension of the teaching function manifested in various forms, roles and tasks aimed at caring for students and their communities of origin. Objective: To explore the relational dynamics that rural teachers have constructed throughout their life trajectories and how these have influenced the potentially generative development of their teaching identity. Method: an interpretative-qualitative approach was adopted, following a descriptive, exploratory and cross-sectional design. The purposive sample consisted of twelve teachers with an average of 33 years of experience in rural schools in the Metropolitan Region, La Araucanía and Los Ríos (Chile). In-depth interviews from a narrative-generative perspective were used to collect the data. Subsequently, the stories were subjected to content analysis, following the logic of Grounded Theory. Results: The teachers show a potentially generative development, expressed in the construction of relational dynamics of trust, reciprocity and positive affection with their students. With their peers, they demonstrate collaborative practices, teamwork and orientation towards continuous improvement in their professional work. At the management level, they stand out for their leadership skills and commitment to the development of rural communities