Profesión: Profesor en América Latina ¿Por qué se perdió el prestigio docente y cómo recuperarlo?

Elacqua, Gregory; Hincapié, Diana; Vegas, Emiliana; Alfonso, Mariana; Montalva, Veronica; Paredes, Diana

doi:10.18235/0001172

Cited by 53 publications

(65 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In both Chile and Mexico, the monetary incentive for teachers that work in disadvantaged schools is higher as the teacher advances in the career path (i.e. has more experience and passes the evaluations) (Elacqua et al 2018).…”

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

Bertoni¹,

Elacqua²,

Hincapié³

et al. 2019

Self Cite

View full text Add to dashboard Cite

Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail. Note that link provided above includes additional terms and conditions of the license.

show abstract

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

Bertoni¹,

Elacqua²,

Hincapié³

et al. 2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…This situation is not unique to Peru. Elacqua et al (2018) document this widespread phenomenon in Latin America. They observe that the rapid expansion of coverage between 1960 and 1980 required hiring a larger number of teachers.…”

Section: Increasing the Social Value Of The Teaching Careermentioning

confidence: 91%

Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity

Saavedra

Gutierrez

2020

Audacious Education Purposes

View full text Add to dashboard Cite

After decades of expansion, the Peruvian education system had relatively high levels of access, but low and heterogeneous quality. The depth of the learning crisis was seen in 2013, when Peru ranked last in PISA. The country responded by implementing an ambitious reform which built on previous efforts, which is described in detail in this chapter. The reform was composed of four pillars: (i) Revalorize teachers' career by making selection and promotion meritocratic, attracting the best into the profession, and supporting teacher professional development through school-based coaching; (ii) Improve the quality of learning for all by revising the curriculum, expanding early childhood education and full-day schooling, providing direct support to schools (through lesson plans and school grants) and carrying out several deep institutional reforms to the university system; (iii) Effective management of the school and the education system, including the use of learning assessment data for school planning. This entailed increasing school autonomy, introducing meritocracy in the selection of principals, and creating a culture of evidence-based decision making; and (iv) Close the infrastructure gap. The reform process required strong political and financial commitment and resulted in impressive improvements in student learning. Most importantly, it led to a change in mindsets towards a focus on learning.

show abstract

“…It details the venues, careers and sexes that needed to improve their motivations and attitudes towards the university. & Deligiannidi, 2017;Vaillant & Marcelo, 2012), b) la insatisfacción de la sociedad hacia la profesión docente (Ávalos et al, 2010;Elacqua et al, 2018;Martínez-de-la-Hidalga & Villardón-Gallego, 2018). El bajo prestigio social hacia la carrera docente influye negativamente en la atracción de los estudiantes más talentosos (Calvo, 2006;García-Poyato & Cordero, 2019;Prats, 2016).…”

Section: Factores Que Influyen En La Elección De Los Estudios De Educunclassified

¿Por qué los estudiantes de la Universidad Pedagógica ISFODOSU escogen la carrera de Educación?

Silvestre

Gutiérrez

Vicente

2020

cyed

View full text Add to dashboard Cite

Como parte de una investigación dirigida a establecer los perfiles de los estudiantes de nuevo ingreso en ISFODOSU, incluimos variables vocacionales para determinar las motivaciones más importantes para la elección de carrera de los participantes, así como para la elección de esta universidad y la opinión sobre sus recursos tecnológicos. La muestra (N = 744) fue elegida al azar, de modo proporcional entre los estratos Recintos, Carreras y Sexo. En primer lugar, validamos la escala FIT-Choice con dos análisis factoriales confirmatorios. Los 12 factores motivacionales mostraron un buen nivel de ajuste (RMSEA = .062; CFI = .92 y TLI = .901), al igual que los 6 factores perceptuales (RMSEA = .062; CFI = .944 y TLI = .924). La confiabilidad (α) de los factores motivacionales fue buena, entre .66 y .93, al igual que la de los factores perceptuales, que estuvo entre .73 y .92. Las motivaciones más importantes para elegir la carrera de Educación fueron influir en el futuro de niños, hacer una contribución social y el gusto por enseñar. Entre los factores perceptuales estuvieron la satisfacción con la elección, la exigencia de la carrera y la exigencia de la profesión.

show abstract

Profesión: Profesor en América Latina ¿Por qué se perdió el prestigio docente y cómo recuperarlo?

Cited by 53 publications

References 0 publications

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity

¿Por qué los estudiantes de la Universidad Pedagógica ISFODOSU escogen la carrera de Educación?

Contact Info

Product

Resources

About