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Revista de estudios y experiencias en educación

versão On-line ISSN 0718-5162

Resumo

IGLESIAS, Andrea  e  SOUTHWELL, Myriam. The beginning teachers and their labor insertion in secondary school of Buenos Aires city. Rev. estud. exp. educ. [online]. 2020, vol.19, n.40, pp.71-89. ISSN 0718-5162.  http://dx.doi.org/10.21703/rexe.20201940iglesias4.

The topic of beginner teachers is present in both the literature and the regulations of Argentina and the region. This article takes up the results of a doctoral thesis that addressed the relationship between teacher training trajectories (initial and continuing) and the strategies for entering the labor market of teachers who are carrying out their first professional experiences in secondary schools (state-run and private) in the city of Buenos Aires -CABA-. We propose here to review the category of beginners before international and local debates from a qualitative approach in the light of the data of our research in the jurisdiction of CABA. Given that one of the central characteristics of these teachers is the need for accompaniment in their first insertions, we revisit the guidelines of recent local and regional policies, observing how they are concretized jurisdictionally. From the survey carried out, we conclude that beginning teachers in secondary schools experience anxiety and loneliness when they enter their first classrooms. There is also a gap between the national regulations and their lack of regulation, given the absence of specific support mechanisms in both educational and training institutions of CABA.

Palavras-chave : Teaching profession; secondary schools; educational policy; teacher training; teacher working conditions.

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