Irakasle hasi berria: Eskolarako sarbidea errazteko zaintzan oinarritutako etika baterantz

Abstract

Teachers go throughout different stages during their professional development. a novice teacher is a teacher who has just begun, after ending his training period and joining the world of work, the reality of a particular school. this is a professional leap where the student  becomes a teacher. This paper analyzes  fresh relationships that that are established between new professors and other experienced professors. The case analysis was carried out in a public center of Compulsory Secondary Education of Donostia-San Sebastián (Gipuzkoa). It has a qualitative basis, ethnography has been used and a visual narrative exploration has been carried out, in which techniques such as in-depth dialogue for data collection and photoelitation have been prioritized. It has been completed with the participation of four teachers, two new recruits and two experienced teachers. As for the results, we can conclude that access to the reality of a school is a complex process, since it is a place of work for people with different ideas, values, attitudes and expectations, which generate significant interpersonal communication and relationship processes that directly affect school organization and development. Thus, re-entry teachers are placed in front of a  mirror, facing school routines and the ways and procedures of accomplishments that are previously fixed in the culture, and frequently adapting to them provoking confrontation. The time to welcome teachers and professors and to incorporate them into school, from AN ethical point of view, is the time to take of the other.