Las oposiciones docentes de Educación Física como traba para el profesorado interino de larga duración
- Gustavo González-Calvo
- David Hortigüela-Alcalá
- Daniel Bores-García
ISSN: 2014-0983
Datum der Publikation: 2023
Nummer: 151
Seiten: 27-35
Art: Artikel
Andere Publikationen in: Apunts: Educación física y deportes
Zusammenfassung
La docencia es una profesión en la que las experiencias profesionales del pasado son especialmente relevantes, ya que se basan en la resolución de situaciones pedagógicas y sociales concretas. El objetivo principal del estudio es analizar cómo los docentes interinos de Educación Física construyen sus perspectivas e ideales sobre la profesión, los conflictos que experimentan, así como creer que su trabajo en la enseñanza tiene fecha de caducidad. Participaron doce maestros de Educación Física españoles (siete hombres y cinco mujeres), con al menos 14 años de experiencia docente. Se utilizó un estudio cualitativo narrativo mediante entrevistas semiestructuradas. Los resultados reflejaron la disminución del compromiso y entusiasmo en la profesión debido a la presión que ejercen los filtros y estrategias de las oposiciones del sistema educativo español sobre estos educadores.
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- Sparkes, A. (2005). Narrative analysis: Exploring the whats and hows of personal stories. In M. Holloway (Ed.), Qualitative research in health care. Milton Keynes: Open University Press.
- Spector-Mersel, G. (2010). Narrative research: Time for a paradigm. Narrative Inquiry, 20(1), 204-224. https://doi.org/10.1075/ni.20.1.10spe
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- Vonk, J. H. (1989). Beggining teacher’s professional development and its implications for teacher education and training. The Irish Journal of Education, 23(1), 5-21.
- Vonk, J. H., & Schras, G. A. (1987). From beginning to experienced teacher: A study of the professional development of teachers during their first four years of service. European Journal of Teacher Education, 10(1), 95-110. https://doi.org/10.1080/0261976870100111
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- Yavuz, M. (2009). An investigation of burn-out levels of teachers working in elementary and secondary educational institutions and their attitudes to classroom management. Educational Research and Reviews, 4(12), 642-649.
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