Inserción profesional docente: Problemas y éxitos de los profesores principiantes

Abstract

This study presents the results of an analysis of the problems and achievements in the professional performance of elementary and secondary education teachers, who graduated from six Chilean universities, in the early years of employment. The results describe the dimensions of professional development that are perceived as challenges or achievements by teachers who are inserted into the world of teaching, as well as the vision of school manager teams. Based on the findings, it was concluded that there are dimensions of performance that are considered as strengths; however, those related to the management of differentiated learning resources, interaction with other actors, institutional insertion, performing simultaneous tasks, and handling social problems are perceived as difficulties. Furthermore, it was found that achievements evolve through the early years of insertion.