¿por qué permanecen los docentes principiantes en las escuelas chilenas?

Translated title of the contribution: Why do beginning teachers stay in chilean schools?

Alessandra Díaz Sacco*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


The research focuses on the experience of nine Chilean beginner teachers staying in vulnerable schools. From an ecological approach of the teacher agency and a biographical narrative methodology, different dimensions are articulated in understanding the phenomenon. Four central themes are proposed, namely: life story: finding the source of sustenance and professional meaning; the link with students as the root of permanence; the composition of a school context as a protector and facilitator of teaching; and imagined futures in education: purposes and possibilities of projection. The findings allow progress towards an integrated and multidimensional understanding of permanence in schools and provide communicating threads between dimensions of teachers’ personal environments interwoven with the daily, relational, and systemic environments in which the profession unfolds.

Translated title of the contributionWhy do beginning teachers stay in chilean schools?
Original languageSpanish
Article numbere07843
JournalCadernos de Pesquisa
StatePublished - 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2021, Fundacao Carlos Chagas. All rights reserved.


Dive into the research topics of 'Why do beginning teachers stay in chilean schools?'. Together they form a unique fingerprint.

Cite this