TY - JOUR

T1 - Experiencias Afectivas de Profesores de Educación Básica sobre su Proceso de Inserción Laboral Docente por medio de la Indagación Poética.

AU - Sanchez Burgos, Felipe

AU - Monge, Verónica

AU - Salas, Catalina

AU - Scappini, Romina

PY - 2020/12/30

Y1 - 2020/12/30

N2 - This research seeks to represent the affective aspects of the teachers' experiences about their first years of teaching. For this, the methodology of Poetic Inquirywas used, a form of Art-Based Research that allows to broaden the perspective of analysis by considering the affective component embedded in the experience. Thenarratives about the life experiences of five teachers from the Metropolitan Region of Chile were transcribed in the form of poetry, in order to better express what they said. The results provide a deep insight into their thoughts, reflections and emotions, giving primary relevance to the role of motivation and vocation, a fundamental affective component in this period of constant learning, marked by low social support and questions about initial training in teaching. Three emerging elements in the poems are discussed: solitude, frustration and perseverance. It concludes on the role of the different actors in supporting the malaise typical of this period.

AB - This research seeks to represent the affective aspects of the teachers' experiences about their first years of teaching. For this, the methodology of Poetic Inquirywas used, a form of Art-Based Research that allows to broaden the perspective of analysis by considering the affective component embedded in the experience. Thenarratives about the life experiences of five teachers from the Metropolitan Region of Chile were transcribed in the form of poetry, in order to better express what they said. The results provide a deep insight into their thoughts, reflections and emotions, giving primary relevance to the role of motivation and vocation, a fundamental affective component in this period of constant learning, marked by low social support and questions about initial training in teaching. Three emerging elements in the poems are discussed: solitude, frustration and perseverance. It concludes on the role of the different actors in supporting the malaise typical of this period.

U2 - 10.32995/praxispsy.v21i34.35

DO - 10.32995/praxispsy.v21i34.35

M3 - Journal article

VL - 21

SP - 4

EP - 20

JO - Praxis y Cultura Psi

JF - Praxis y Cultura Psi

IS - 34

ER -