Influencia de lo adscrito y lo adquirido en el tiempo que tardan los profesores principiantes chilenos en encontrar su primer empleo

Abstract

This research focus it's analisis on influence of the ascribed and the achieved elements present in context of starting teachers and their insertion into Chilean School System. From source of 24,810 Education graduates records (DEMRE and MINEDUC), as well as using life tables method as an analytical technique, we can observe when moment of actual insertion is more likely to happen, and also way in which both of following factors make their influence: social origin and academic credentials of starting teachers, as reason for overwhelming differences during school insertion process. We aim to show necessity of considering this evidence when designing policies whose purposes are to make educational career more appealing to future teachers.