Autobiografías y elección de carrera de educadores en Ciencias Naturales

Mariana Luzuriaga; María Eugenia Podestá; Melina Furman

doi:10.24320/redie.2023.25.e14.4332

Authors

Mariana Luzuriaga Universidad de San Andrés https://orcid.org/0000-0003-4677-0097
María Eugenia Podestá Universidad de San Andrés https://orcid.org/0000-0002-5268-6759
Melina Furman Universidad de San Andrés https://orcid.org/0000-0002-9610-6082

DOI:

https://doi.org/10.24320/redie.2023.25.e14.4332

Keywords:

autobiographies, secondary school teachers, career choice, Natural sciences

Abstract

Teachers’ autobiographies are key to understanding their career choices. Thematic content analysis was employed to explore the formative experiences of 70 Argentinian teachers of natural sciences pursuing a graduate degree. Their formative experiences occurred most commonly (43%) in high school, and notably, 40% of these high school experiences were described as “negative.” The results revealed three types of role model: “lighthouse” teachers, who sparked an interest in sciences or teaching; “inspirational” teachers, role models in the way they taught; and “anti-models,” whose lead the teachers hope not to follow. The findings also highlighted the importance of secondary education as a defining stage of career paths, and a need for role models that promote teaching as a career choice, in particular in areas where there is a shortage of teachers, as is the case in science.

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