"Tal vez ser profesor no haría que mi mamá se sintiera orgullosa" : Factores sociales que intervienen en la elección de la docencia en estudiantes universitarios ecuatorianos

Detalles Bibliográficos
Publicado en:	Praxis educativa. Vol. 28 No. 3 (2024),1-26 28. Santa Rosa : Instituto de Ciencias de la Educación para la Investigación Interdisciplinaria Facultad de Ciencias Humanas Universidad Nacional de la Pampa, 2024 Artículos
Autor Principal:	Aguilar Feijoó, Gabriela
Otros autores o Colaboradores:	Picco, Sofía, Rosano, Santiago
Formato:	Artículo
Temas:	Elección profesional Docencia Etudiantes universitarios Factores sociales Familia Vocational choice Teaching profession University students Social factors Family Escolha profissional^lpt Ensino Estudantes universitários Fatores sociais Família
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.18241/pr.18241.pdf https://cerac.unlpam.edu.ar/index.php/praxis/article/view/8364/9522 10.19137/praxiseducativa-2024-280303
Resumen:	Este artículo se desprende de una tesis doctoral y pretende explorar cómo intervienen los factores sociales en la elección de la profesión docente de estudiantes universitarios ecuatorianos. Para este fin, se utilizó una metodología con un enfoque mixto secuencial explicativo. Inicialmente, se realizó una encuesta para conocer las características sociodemográficas de 362 estudiantes de primer año de Educación Básica de dos universidades públicas. En un segundo momento, basándose en los resultados de la encuesta, se seleccionaron 6 estudiantes para abordar su elección profesional docente mediante una entrevista en profundidad. Los resultados muestran que la docencia es una opción de elección vocacional viable para este grupo y que la presencia de docentes en la familia, la biografía escolar y experiencias previas en educación, actúan como factores desencadenantes de la elección docente en un contexto en el que, en algunos casos, existe disuasión social. This article is derived from a doctoral thesis and aims to explore how social factors play a rol in the choice of the teaching profession among Ecuadorian university students. To this end, a mixed sequential explanatory approach methodology was used. Initially, a survey was conducted to determine the sociodemographic characteristics of 362 first-year students in the initial teacher-training course for Basic Education at two public universities. Secondly, based on the results of the survey, 6 students were selected to address their teaching professional choice through an in-depth interview. The results show that teaching is a viable vocational choice for this group and that the presence of teachers in the family, school biography and previous experiences in education act as triggers for teacher choice in a context where, in some cases, there is social dissuasion. Este estudo é derivado de uma tese de doutorado e tem como objetivo explorar o papel dos fatores sociais na escolha da profissão docente entre os estudantes universitários equatorianos. Para o efeito, foi utilizada uma metodologia mista de abordagem explicativa sequencial mista. Inicialmente, foi realizada uma pesquisa para determinar as características sociodemográficas de 362 estudantes do primeiro ano da Licenciatura em ensino básico de duas universidades públicas. Em segundo lugar, com base nos resultados do pesquisa, foram selecionados 6 estudantes para abordar a sua opção profissional pela docência através de uma entrevista em profundidade. Os resultados mostram que a docência é uma escolha vocacional viável para este grupo e que a presença de professores na família, a biografia escolar e as experiências anteriores em educação funcionam como fatores desencadeantes da escolha docente, num contexto em que, em alguns casos, existe dissuasão social.
Descripción Física:	p.1-26
ISSN:	ISSN 2313-934X

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"Tal vez ser profesor no haría que mi mamá se sintiera orgullosa" : Factores sociales que intervienen en la elección de la docencia en estudiantes universitarios ecuatorianos

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.18241/pr.18241.pdf

https://cerac.unlpam.edu.ar/index.php/praxis/article/view/8364/9522

10.19137/praxiseducativa-2024-280303

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