Programmed Agar.io in Higher Education: Fundaments of the Dynamics of Overproduction and Superproduction.
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| Title: | Programmed Agar.io in Higher Education: Fundaments of the Dynamics of Overproduction and Superproduction. |
|---|---|
| Alternate Title: | El Agar.io Programado en la Enseñanza Superior: Fundamentos de la Dinámica del Superrendimiento y la Superproducción. |
| Authors: | González-Calvo, Gustavo1 |
| Source: | Qualitative Research in Education (2014-6418). 2020, Vol. 9 Issue 2, p160-187. 28p. |
| Subject Terms: | *Higher education, *Teacher burnout, Self, Overproduction |
| Abstract (English): | This article explores the experiences and particularities faced by partial/full time-lecturers in a precarious situation who opt, without apparent success, for a full time job within the professional system of higher education. Following a narrative methodology, it explores the way in which teachers (eight women and six men, all of them university partial or full time lecturers in different areas) construct and legitimize certain conceptions about the professional sphere in the university that have obvious repercussions on their personal and professional identities. The results, organized around a narrative that takes whose reference is the daily life of a teacher in precarious conditions, reflect the stress to which teachers are subjected as part of the relentless programs of university evaluation and accreditation, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En este artículo se exploran las experiencias y particularidades a las que se enfrentan los profesores a tiempo parcial o completo en situación precaria que optan, sin éxito aparente, por un trabajo a tiempo completo dentro del sistema profesional de la enseñanza superior. Siguiendo una metodología narrativa, explora la forma en que los profesores (ocho mujeres y seis hombres, todos ellos docentes universitarios a tiempo parcial o completo en diferentes áreas) construyen y legitiman ciertas concepciones sobre la esfera profesional en la universidad que tienen evidentes repercusiones en su identidad personal y profesional. Los resultados, organizados en torno a un relato que toma como referencia la vida cotidiana de un profesor en condiciones precarias, reflejan el estrés al que se ven sometidos los docentes en el marco de los incesantes programas de evaluación y acreditación universitaria, el distanciamiento de la buena enseñanza en favor de una calidad demostrable como investigador y la posibilidad de sufrir el síndrome de agotamiento del profesorado nada más iniciar su carrera profesional. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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