Abstract
The general purpose of this article was to generate a theoretical
approach on the Teachers' Commitment in the professional training process
from the vision of Bolivarian primary education, in the U.E.N. Virgin of Mount
Carmel. It was framed in a qualitative methodology, with an ethnographic
approach. It was done based on analysis and description, based on specific
situations, events, customs and observable attitudes. In order to gather
information, observation and in-depth interviews were used, with dialogical
interaction between investigator and informants. It was analyzed in the form of
concepts and proportions taking the criteria of Martinez Migueles:
categorization, structuring, contrasting and theorizing. Validity and reliability
were obtained when contrasted with other investigations. The results
demonstrated the need for permanent training that emphasizes innovations
and the use of technologies as didactic and self-learning tools, to overcome the
limitations found in pedagogical processes; Signaling a pedagogy centered on
the teacher's commitment to their training. Finally, a theoretical approach was
developed with the purpose of sensitizing the teacher about his commitment in
the process of professional training. This intention will allow the development
of methods of systematization of knowledge to be considered in the
professional training of teachers.
Keywords: commitment; professional training; teaching career.
Date Received: 17-10-2016
Date Acceptance: 08-12-2016
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Artículo Arbitrado
Teaching Commitment in the Professional Training from the Vision of
the Bolivarian Primary Education