Volume 29, Issue 1 (1-2017)                   ERSS 2017, 29(1): 1-5 | Back to browse issues page

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Fraca C S, Graffigna A M. Institutional culture and new teachers integration. Report of an experience at High School. ERSS. 2017; 29 (1) :1-5
URL: http://erss.europeansp.org/article-4-53-en.html
Catholic University of Cuyo, José Ignacio de la Roza 1516 (oeste), San Juan 5400, Argentina
Abstract:   (753 Views)
Integration of teachers into the institutional culture of each establishment is a bit worked area by the management of each institution. It is known that when a new member comes in the institution, in general regulations are distributed, but there are certain practical rituals and knowledge, which the new teacher must learn through the gaps that are generated in everyday life. These processes usually happen spontaneously and are rarely formalized by institutional management. In teacher training, institutional culture is a widely discussed content; however, it is possible to notice a gap between the training approach and practical dilemmas that new teachers must meet in their first work experiences within educational institutions. This report attempts to describe and analyze the process of integration into the institutional culture of teachers at a High School institution in San Juan (Argentina), recovering the historical perspective and the current situation. Some strategies and alternatives for the integration of new teachers at institutional culture are also presented. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd.
Full-Text [PDF 186 kb]   (229 Downloads)    
Type of Study: Research |
Received: 2019/08/7 | Accepted: 2019/08/7 | Published: 2019/08/7

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