Cualitativa perceived needs of teacher training for beginning teachers of the northern macrozone of Chile: Qualitative research Program

Abstract

In order to generate inputs to design professional integration plans that respond to regional realities, the aim of this study is to understand the meanings given to teacher training by a group of beginning teachers from the Northern Macrozone of Chile. The paradigmatic positioning that sustains the investigative work corresponds to a qualitative, phenomenological investigation, using Case Study, and justifying, as information collection strategies, the inclusion of various qualitative instruments. The interpretive report will materialize the results of the analysis of the qualitative information originated from the information collection instruments that are justified for the development of the Case Study, thus allowing to visualize the perceived training needs of beginning teachers. The strength of this work, from the qualitative approach as a means of reconstruction of the educational scenario, lies in recognizing the characteristics of the subjects that intervene in the educational process, thus giving the possibility of a permanent construction and reconstruction of knowledge associated with teacher training, and in this case, their professional development.