Factors that influence the conformation of the professional identity of new university teachers
DOI:
https://doi.org/10.29197/cpu.v18i36.423Keywords:
Beginner Teachers, professional development, factors, professional identity, beginning teacher training programAbstract
The university professor chooses a methodology that responds not only to what his discipline knows and demands, but also that responds to his experiences and learning throughout his life, variables that directly affect his teaching style and that is often not taken into account for teacher training programs. Teachers are influenced by factors that shape professional work, having a positive or negative impact on the student body and this is a phenomenon that is not considered for the design of training programs. This study aims to analyze the factors that influence the learning and performance of beginning teachers and that affect their practice to propose a training process by insertion stages to increase their professional identity. To achieve the task, 115 beginning teachers from three academic areas of four universities in the city of Santo Domingo, Dominican Republic were surveyed, to which the questionnaire was applied to identify the factors of influence on their practice. an interview with the students of these teachers to find out their perception of the methodology used by their teachers. In this analysis, existing correlations between the factors and scales that were measured quantitatively are verified, which led the analysis to a descriptive deepening of the strategies that new teachers mostly use when teaching their classes. It is also evident that beginning university teachers are influenced by factors associated with directed professional learning, which refers to the knowledge acquired in induction programs, mentoring, and learning communities. As a conclusion, this study suggests the design of a training program that considers the stages that beginning teachers go through in order to promote their reflection on practice and thereby guarantee their effectiveness in teaching and the development of their skills.
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