RESUMO
Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: "teacher rotation" or "teacher mobility" or "teacher desertion" or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.
Assuntos
Pessoal de Educação , Humanos , Reorganização de Recursos Humanos , Instituições Acadêmicas , Autoeficácia , Recursos HumanosRESUMO
Diversos estudios han caracterizado la tesis como producto escrito. Sin embargo, es necesario avanzar en el conocimiento de cómo se gesta gradualmente dicho género académico. Con este propósito, en este artículo se presenta una investigación fenomenológica sobre el rol de los comentarios escritos en el proceso de elaboración de la tesis. El estudio se basó en entrevistas en profundidad a cinco directores de tesis y seis estudiantes tesistas de carreras de Pedagogía, pertenecientes a dos universidades de la ciudad de Concepción (Chile). El análisis revela que los comentarios del docente forman parte de un circuito de retroalimentación de carácter dialógico, orientado a que el escrito de los estudiantes se ajuste al género tesis, lo que es valorado por todos los participantes.
The characterization of the thesis as a written product has been the contribution of several studies. However, progress is needed in understanding how this academic genre has been gradually generated. In this regard, it is known that the elaboration of a thesis involves an academic expert who guides and directs a novice writer or a group of them through various forms of feedback. This article focuses on the written comments in order to understand their roles in the process of elaboration of a thesis, from the perspective of those participants. With this objective, a phenomenological research was implemented based on in-depth interviews to 5 thesis supervisors and 6 thesis students in the process of obtaining their academic degrees of Bachelor in Education in Teaching Programs in two universities in Concepción (Chile). The analysis shows that supervisors' comments are part of a feedback circle oriented to adjusting students' writing to the thesis genre, which is valued by all participants.
