Resumo

IGLESIAS, Andrea  e  SOUTHWELL, Myriam. Paradoxes of training as a teacher being “newcomers”. Rev. Diálogo Educ. [online]. 2019, vol.19, n.60, pp.447-468.  Epub 04-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.060.ao07.

This article retakes the conclusions of an investigation that examined the relationship between the trajectories of initial and continuous training of the beginning teachers of secondary schools and their strategies of labor insertion in Buenos Aires City, Argentina. Standing on the interpretive paradigm, from a historical-cultural approach, and through a qualitative approach, we will take up here the formative experience of a group of young people who are the first generation in their family in accessing the superior level. These young people, who have just arrived in teaching, were trained in the context of the expansion of secondary school and higher education in the region. The outcomes indicate that these families not only value higher education, but that teaching offered them a path of social advancement and a job. Likewise, despite the obstacles that were overcome in their training trajectories, some divergences were observed in the stories of these students before their arrival at the superior level, who found more hospitality at the specific training institutions than in the traditional universities.

Palavras-chave : Teachers training; Higher education; First generation; Secondary school; Beginning teachers.

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