Capital Profesional de Maestros de Primaria: Un Análisis desde sus Trayectorias Profesionales.
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| Title: | Capital Profesional de Maestros de Primaria: Un Análisis desde sus Trayectorias Profesionales. |
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| Alternate Title: | Professional capital of primary school teachers: An analysis from their professional careers. Capital profissional dos professores do ensino fundamental: Uma análise de suas carreiras profissionais. |
| Authors: | Sánchez-Anguiano, Héctor Miguel1 sanchez.hector@isencolima.edu.mx, Cordero-Arroyo, Graciela2 gcordero@uabc.edu.mx |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 2/25/2025, Vol. 33 Issue 17, p1-21. 21p. |
| Subject Terms: | *Teacher development, *Career development, *Teacher effectiveness, *Education policy, *Qualitative research, *Elementary school teachers, *Job security |
| Geographic Terms: | Mexico |
| Abstract (English): | Teacher professional development is a central issue in the design of educational policies because it is related to educational improvement. In education research, this construct has been problematic to approach since it has to be studied as an evolving process in which several factors intervene. This research aimed to approach the understanding of teachers' professional development through the study of professional trajectories from the theoretical approach of "professional capital." The design corresponds to qualitative research; for the construction of the trajectories, in-depth interviews were conducted with 12 Mexican elementary school teachers, whose teaching experience ranges from 12 to 32 years. The results show that teachers are constantly looking for different ways to increase their professional capital, with the intention of favoring their development. They also show the effects of the teaching career in Mexico, in which the tendency towards precariousness, the intensification of the profession and the marked presence of labor regulations that guide teachers' decisions and actions in the search for job stability are visible. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El desarrollo profesional docente es un tema central en el diseño de políticas educativas por estar relacionado con la mejora educativa. En la investigación educativa este constructo ha sido problemático de abordar en tanto que se tiene que estudiar como un proceso en evolución en el que intervienen diversos factores. Esta investigación pretendió un acercamiento a la comprensión del desarrollo profesional docente mediante el estudio de trayectorias profesionales desde el enfoque teórico del "capital profesional". El diseño corresponde a una investigación cualitativa; para la construcción de las trayectorias se hicieron entrevistas en profundidad a 12 profesores mexicanos, de educación primaria, cuya experiencia en la docencia oscila entre los 12 y 32 años. Los resultados dan cuenta de que los maestros buscan constantemente diferentes vías que incrementen su capital profesional, con la intención de favorecer su desarrollo. También muestran los efectos de la carrera docente en México, en la que es visible la tendencia hacia la precarización, la intensificación de la profesión y la marcada presencia de regulaciones laborales que orientan las decisiones y acciones del profesorado en la búsqueda de estabilidad laboral. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O desenvolvimento profissional dos professores é uma questão central na formulação de políticas educacionais porque está relacionado à melhoria educacional. Na pesquisa educacional, esse construto tem sido problemático de abordar, pois deve ser estudado como um processo evolutivo no qual vários fatores intervêm. Esta pesquisa teve como objetivo abordar a compreensão do desenvolvimento profissional docente por meio do estudo das trajetórias profissionais sob a ótica teórica do "capital profissional". O delineamento corresponde a uma pesquisa qualitativa; para construir as trajetórias, foram realizadas entrevistas em profundidade com 12 professores mexicanos do ensino fundamental, cuja experiência de ensino variou entre 12 e 32 anos. Os resultados mostram que os professores buscam constantemente diferentes formas de aumentar seu capital profissional, com a intenção de promover seu desenvolvimento. Eles também mostram os efeitos da carreira docente no México, na qual são visíveis a tendência à precariedade, a intensificação da profissão e a presença marcante de regulamentações trabalhistas que orientam as decisões e ações dos professores em sua busca por estabilidade no emprego. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Teacher professional development is a central issue in the design of educational policies because it is related to educational improvement. In education research, this construct has been problematic to approach since it has to be studied as an evolving process in which several factors intervene. This research aimed to approach the understanding of teachers' professional development through the study of professional trajectories from the theoretical approach of "professional capital." The design corresponds to qualitative research; for the construction of the trajectories, in-depth interviews were conducted with 12 Mexican elementary school teachers, whose teaching experience ranges from 12 to 32 years. The results show that teachers are constantly looking for different ways to increase their professional capital, with the intention of favoring their development. They also show the effects of the teaching career in Mexico, in which the tendency towards precariousness, the intensification of the profession and the marked presence of labor regulations that guide teachers' decisions and actions in the search for job stability are visible. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.33.8752 |
