Resumen

ARMENTA BELTRAN, Margarita; IBARRA AGUIRRE, Enrique  y  JACOBO GARCIA, Héctor Manuel. Professional Transitions and Breakthroughs in High Closure Sociocultural Contexts. REDIE [online]. 2015, vol.17, n.2, pp.116-129. ISSN 1607-4041.

This paper describes: a) the major transitions experienced by the educators working in adverse contexts characterized by a high complexity and uncertainty (insecurity, risk), and b) the use of coping strategies to overcome the emotional conflict generated by these working conditions. The sample is composed by nine teachers. Empirical data was recollected in two workshops (one for professional reflection and another for docent letters writing). Also, during the data compilation the teachers were deeply interviewed and observation-participant records were created. The results revealed that to overcome the conflict generated by the unusual conditions of personal and professional lifestyle, the educators experienced cyclic transition processes composed by four phases: instability/rupture/re-equilibration/stability. Transition high need for cognitive closure (THNCC) dominates in those educators, which is characterized by a reflection process where the empiric abstraction prevails, solving psychological conflict wherein re-equilibration compensatory strategies and the emotional coping predominates. All this knowledge is significant because it gives relevance to the design of formation docents training and pedagogic help programs for teachers facing adverse contexts for the first time.

Palabras llave : Educators training; strategies; psychological aspects in docent training; transitions.

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