Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

Primer Autor
Sandoval-Obando, Eduardo
Co-autores
Pareja Arellano, Nicolas
Acevedo-Duque, Angel
Riquelme-Brevis, Hernan
Hernandez-Mosqueira, Claudio
Rivas-Valenzuela, Johan
Título
Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective
Editorial
MDPI
Revista
SUSTAINABILITY
Lenguaje
en
Resumen
The rural teaching profession demands a genuine commitment to the development of future generations, ensuring a legacy that transcends time. Thus, generativity would be a characteristic dimension of the teaching function manifested in various forms, roles and tasks aimed at caring for students and their communities of origin. Objective: To explore the relational dynamics that rural teachers have constructed throughout their life trajectories and how these have influenced the potentially generative development of their teaching identity. Method: an interpretative-qualitative approach was adopted, following a descriptive, exploratory and cross-sectional design. The purposive sample consisted of twelve teachers with an average of 33 years of experience in rural schools in the Metropolitan Region, La Araucania and Los Rios (Chile). In-depth interviews from a narrative-generative perspective were used to collect the data. Subsequently, the stories were subjected to content analysis, following the logic of Grounded Theory. Results: The teachers show a potentially generative development, expressed in the construction of relational dynamics of trust, reciprocity and positive affection with their students. With their peers, they demonstrate collaborative practices, teamwork and orientation towards continuous improvement in their professional work. At the management level, they stand out for their leadership skills and commitment to the development of rural communities.
Tipo de Recurso
artículo original
Description
"This publication was financed by the National Research and Development Agency/National Fund for Scientific and Technological Research of Chile (FONDECYT) project No. 11190028 ""Rural Teaching Professionalism: Socio-educational Implications from the Generative Narrative Perspective"".
Esta publicación fue financiada por el proyecto N° 11190028 de la Agencia Nacional de Investigación y Desarrollo/Fondo Nacional de Investigaciones Científicas y Tecnológicas de Chile (FONDECYT) ""Profesionalismo Docente Rural: Implicaciones Socioeducativas desde la Perspectiva Narrativa Generativa""."
doi
10.3390/su14148386
Formato Recurso
PDF
Palabras Claves
generativity
pedagogy
rural school
affectivity
collaboration
SDG4
INCLUSIVE EDUCATION
CRITICAL REFLECTION
SPANISH TEACHERS
LIFE
FRAMEWORK
SOCIALIZATION
STAGNATION
ADULTS
AGE
Ubicación del archivo
http://dx.doi.org/10.3390/su14148386
Categoría OCDE
Ciencia y tecnología verdes y sostenibles
Ciencias Ambientales
Estudios ambientales
Materias
generatividad
pedagogía
escuela rural
afectividad
colaboración
ODS4
EDUCACIÓN INCLUSIVA
REFLEXIÓN CRÍTICA
PROFESORES DE ESPAÑOL
VIDA
MARCO
SOCIALIZACIÓN
ESTANCIA
ADULTOS
EDAD
Disciplinas de la OCDE
Educación General
Otras Especialidades de la Psicología
Sociología
Título de la cita (Recomendado-único)
Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective
Identificador del recurso (Mandatado-único)
artículo original
Versión del recurso (Recomendado-único)
version publicada
License
CC BY 4.0
Condición de la licencia (Recomendado-repetible)
CC BY 4.0
Derechos de acceso
acceso abierto
Access Rights
acceso abierto
Id de Web of Science
WOS:000833721600001
Referencia del Financiador (Mandatado si es aplicable-repetible)
ANID FONDECYT 11190028
Colecciones
Colección Publicaciones Científicas
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