Abstract
Within the framework of experiences of teaching reflection on professional practice, the research arose from the need to know what is the professional practice of beginning teachers in primary education and what kind of factors and problems are incidental to its exercise. The general objective is to explore and describe the characteristics of the professional practice of the beginning teachers, identifying the allelic dimensional factors that intervene in them, as well as the problems they face in the classroom. The theoretical framework of the study places the responsibilities of the beginning teacher in the teaching task; the qualitative methodology of descriptive type allowed the analysis of information through interviews, observations and focus groups to a sample of 15 beginning primary school teachers from the city of Monterrey, Nuevo Leon, Mexico. The categories of Dorfsman (2012) were the foundation of the investigative construct. It is concluded and confirmed that the transition of the training process towards the real practice of the professional practice of the beginning teachers in primary education means that their acting in the classroom is in some cases limited and in other cases benefited by problems and factors of professional and personal type, as well as their initiative and creativity in their teaching work.
Highlights
The stage of initiation to teaching in basic education, especially at the level of primary education, involves a host of confused experiences, of uneasiness, nervousness and at the same time disappointment
Beginning teachers live a series of worries and illusions that they overcome over time; likewise, they acquire more experience in the field of teaching; They put all their effort to excel through the achievements and optimize their efforts being practical in the activities they perform, which avoids overwhelming, accepting the culture and institutional dynamics
Other results derived from the interviews and observations are related to the professional practices of the beginning teachers, emphasizing the analysis of four dimensions: Technical-Pedagogical (DTP); AcademicDisciplinary (DAD); Personal-Reflective (DPR) and Critical-Social & Community (DCS & C)
Summary
The stage of initiation to teaching in basic education, especially at the level of primary education, involves a host of confused experiences, of uneasiness, nervousness and at the same time disappointment. Teachers in their first experiences know the responsibility they have for what happens in their group. Studying about beginning teachers is reflecting on a series of aspects that surround it This communication focuses on the professional practice of beginning teachers in primary schools, in those factors that hinder teaching performance and face in the classroom
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