Repositorio UFRO · Omeka S

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