Teachers’ Identities in Rural Areas From Chile

Authors

  • Roxana Pamela Balbontín Alvarado Universidad del Bío-Bío
  • Noemí Rojas Muñoz Universidad del Bío-Bío

DOI:

https://doi.org/10.33423/jhetp.v22i16.5599

Keywords:

higher education, rural education, teacher identity, teaching professionalism, vocation

Abstract

The research study presented in this article has attempted to generate deep and first-source knowledge on how the identity of teachers who practice their profession in the rural context is forged and configured. The study was carried out in two rural communes in the Ñuble Region.

Through a mixed study, with qualitative predominance, it was possible to investigate the perceptions of a sample of in-service teachers, at different stages of their careers. The study findings show that the identity of the rural teacher is configured by various characteristics, particularly relevant to the rural educational context of Ñuble, but which are equally transferable to other educational realities in rural communes in Chile. The study has revealed that the rural teacher is perceived as a professional with a high degree of vocation and motivation for his/her work, characterized by a high level of professionalism, who exercises multiple roles, establishes close relationships with his/her educational communities and commonly works in challenging conditions due to scarcity of resources available to carry out his/her work in favorable conditions.

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Published

2022-11-24

How to Cite

Balbontín Alvarado, R. P., & Rojas Muñoz, N. (2022). Teachers’ Identities in Rural Areas From Chile. Journal of Higher Education Theory and Practice, 22(16). https://doi.org/10.33423/jhetp.v22i16.5599

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Section

Articles