Elegir enseñar, entre luces y sombras: Un estudio exploratorio con futuros docentes de educación infantil y primaria
Palabras clave:
Motivaciones, Docentes de educación infantil y primaria, Investigación, Formación inicial docente, Identidad profesionalResumen
La cuestión de las motivaciones para incorporarse a la profesión docente ha sido objeto de debate en la literatura científica desde hace tiempo, debido a su estrecha relación con la calidad de los procesos educativos y formativos. Más recientemente, la creciente escasez de personas dispuestas a emprender esta carrera profesional, a veces como consecuencia del abandono temprano de la misma, ha reavivado el interés por comprender cómo atraer y retener recursos humanos cualificados dentro de la profesión. En este marco, la contribución presenta un estudio empírico realizado a nivel local, basado en un triple objetivo: cognitivo, educativo y social. Mediante un cuestionario semiestructurado, el estudio investiga las motivaciones de acceso de los futuros docentes, estudiantes matriculados en el grado de máster en Ciencias de la Educación Primaria de una universidad nacional. Debido al alcance local del estudio, los resultados no pueden generalizarse. Sin embargo, son coherentes con la investigación tanto nacional como internacional y ofrecen indicios alentadores de permanencia en la carrera. Estos resultados también plantean consideraciones sociales y educativas relevantes. En particular, fomentar la reflexión sobre las motivaciones de acceso durante la formación inicial parece ser un elemento estratégico en el desarrollo de la identidad profesional.
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