Pourquoi les professeurs débutants restent-ils dans les écoles chiliennes?
Mots-clés :
Permanence, Mobilité des enseignants, Initiation de l'enseignantRésumé
La recherche analyse l’expérience de la permanence de neuf professeurs chiliens en debut de carrière dans des lycées considérés vulnérables. Plusieurs niveaux de compréhension du phénomène s’articulent autour d’une approche écologique du travail d’enseignement et d’une méthodologie des récits de vie. Quatre grands thèmes sont traités : l’histoire de vie, pour cerner le socle de leur motivation et de leur sens professionnel ; les liens noués avec les élèves, qui seraient à la racine de leur permanence dans les établissements ; la construction d'un contexte scolaire, vu comme protecteur et favorable au travail d’enseignement ; et des futurs imaginés dans l’enseignement en termes d’objectifs et de possibilités de projection. Les résultats permettent d’avancer vers une compréhension intégrée et multidimensionnelle de la permanence dans les écoles, assurant un flux communicationnel entre les dimensions de la sphère personnelle des enseignants, qui s’entrelacent aux environnements quotidiens, relationnels et systémiques dans lesquels la profession se déroule.
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