Difficulties in the professional insertion of novice primary education teachers: a state of the art

dc.creatorCarreño-Adasme, Mónica
dc.creatorGaete-Peralta, Claudio
dc.creatorHuincahue, Jaime
dc.creatorCarreño-Adasme
dc.date2023-03-14T18:24:48Z
dc.date2023-03-14T18:24:48Z
dc.date2022
dc.date.accessioned2024-05-02T20:30:40Z
dc.date.available2024-05-02T20:30:40Z
dc.identifierhttp://repositorio.ucm.cl/handle/ucm/4510
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9274755
dc.descriptionThe insertion of novice teachers into the professional practice is a transcendental, complex and challenging stage in the milestone of being a teacher. In this regard, the accompaniment of mentors or trained professionals to support this process of labor insertion has become an alternative that, slowly and progressively, is being recognized in teacher training in Latin America. To identify future focuses of development for the education of the novice teacher, the objective of this research was to provide a state of the art on Latin American research that addresses the difficulties in the insertion of primary education teachers into the educational system. Among the conclusions of the research, new teachers in Latin America present difficulties in the use of didactic methodologies, in the development and implementation of classes and the design of evaluation instruments, which can be improved through the implementation of mentoring
dc.languageen
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.sourceProceedings of the 16th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2022, 72-75
dc.subjectPrimary education
dc.subjectNovice teachers
dc.subjectMentoring
dc.subjectLatin America
dc.subjectTeacher job placement
dc.titleDifficulties in the professional insertion of novice primary education teachers: a state of the art
dc.typeArticle


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