Assessment of the Rural Teacher’s Profile from the Perspective of the Training Process and the Educational Practice
DOI:
https://doi.org/10.15359/ree.19-3.9Keywords:
Teacher profile, teaching practice, rural educationAbstract
This paper presents the results of an evaluation of the profile of rural teachers from the perspective of the teaching practice. The literary sources show different profile approaches that are based on the functions, characteristics, traits, and skills and where the essential aspects of the profile such as skills, abilities, knowledge, attitudes, and values are determined. Consequently, the teaching practice is the ideal context to assess the aspects that shape the rural teacher performance since it allows us to compare the various profile approaches. For the research process, a qualitative methodology was applied, through participant observation techniques and an in-depth interview, to six teachers with university studies in rural education of schools classified as single-teacher and administration 1, located in rural areas of Costa Rica. To retrieve the necessary information to assess the profile of the participants, this research examined the pedagogical-community characteristics of the educational practice, which, at the same time, allow the teacher insertion in alternative work spaces in the rural areas.
References
Aguilar, M. E y Angulo, L. (2007). Reseña de la División de Educación Rural. Heredia, Costa Rica. Universidad Nacional (DER-CIDE).
Antúnez, S. (2001). La actuación. En J. Gairín y P. Darder (Coords.), Organización de Centros Educativos. Aspectos básicos (pp. 329-344). Barcelona: CISSPRAXIS.
Boylan, C. R. (2003). Putting Rural Into Pre -Service Teacher Education [Poner la formación docente al servicio de la ruralidad]. Australian Association for Research in Education, Recuperado de http://www.aare.edu.au/publications-database.php/3722/Putting-rural-into-pre--service-teacher-education
Bustos, A. (2007). Enseñar en la escuela rural aprendiendo a hacerlo. Evolución de la identidad profesional en las aulas multigrado. Profesorado. Revista de currículum y formación de profesorado, 11(3), 1-26. Recuperado de http://www.ugr.es/~recfpro/rev113COL5.pdf
De Alba, A. (1991). Evaluación curricular. Conformación conceptual del campo. México: Universidad Nacional Autónoma de México.
Dengo, M. E. (1995). Educación costarricense. San José, Costa Rica: EUNED.
Asamblea Legislativa de la República de Costa Rica. (25 de setiembre de 1957). Ley N° 2160. Ley Fundamental de Educación.
Universidad Nacional. División de Educación Rural (DER). (s. f.). Licenciatura en Educación con énfasis en Educación Rural para I y II ciclos (Plan de estudios). Heredia, Costa Rica: Universidad Nacional. Recuperado de http://www.cide-rural.una.ac.cr/index.php?option=com_joomdoc&task=cat_view&gid=40&Itemid=80
Harris, M. M., Holdman, L., Clark, R. E., Harris, T. R. (2005, invierno). Rural Teachers in Project Launch. [Los docentes rurales en el lanzamiento de un proyecto]. The Rural Educador, 26(2), 23-32. Recuperado de http://www.ruraleducator.net/archive/26-2/26-2_Harris.pdf
Miller, B. A. (1991). A Review of the Qualitative Research on Multigrade Instruction [Una revisión cualitativa de la enseñanza multigrado]. Research in Rural Education, 7(2), 3-12. Recuperado de http://jrre.vmhost.psu.edu/wp-content/uploads/2014/02/7-2_4.pdf
Thomas, C. y Hernández, R. (Junio, 2005). El rol del profesor en la educación rural chilena. Revista Digital eRural, Educación, cultura y desarrollo rural, 3(5). Recuperado de http://www.revistaerural.cl/thyhe.pdf
Villa, A. y Poblete, M. (Dirs.). (2007). Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas. Bilbao: Ediciones Mensajero. Recuperado de http://delegacion233.bligoo.com.mx/media/users/20/1002571/files/240726/Aprendizaje_Basado_en_Competencias.pdf
Solano, J., Van Kampen, P., Ovares, S. (2003). El docente rural en Costa Rica: Radiografía de una profesión. Heredia, Costa Rica: EUNA.
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
