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Beginning teachers facing school coexistence: contributions from collaborative work in Chile

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Vol. 21 No. 2 (2024): II Semestre
https://doi.org/10.5354/2735-7279.2024.73723

Abstract

The aim of this article is to show the role of interdisciplinary teams as an instance of support for beginner teachers with school coexistence tasks. These teams are made up of educational psychology professionals, whose addition has been contemplated in Chilean educational policies. Using a qualitative case study methodology, 10 episodic interviews are conducted with beginner primary education teachers. From the thematic codification (Flick, 2007) the results obtained are: a) their previous un/awareness regarding school coexistence and interdisciplinary work; b) perception of tasks carried out by school teams; c) the perception of support for their insertion in the school. In conclusion, collaborative work is present at the school. The role of educational psychologists is elevated regarding tasks associated to school coexistence and the induction of beginner teachers, and in addition, the risk of work encapsulation and intensification is identified in the practice of school coexistence.

Keywords:

educational policies, beginning teachers, educational psychology, interdisciplinary work.

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How to Cite
Barria-Herrera, P., & Zurita Garrido, F. (2024). Beginning teachers facing school coexistence: contributions from collaborative work in Chile. Revista Enfoques Educacionales, 21(2), 26–44. https://doi.org/10.5354/2735-7279.2024.73723
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Revista Enfoques Educacionales
Facultad de Ciencias Sociales
Universidad de Chile
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