Resumen

GONZALEZ, Víctor Manuel et al. The beginning teacher and the teaching of natural sciences in rural contexts. Prax. Saber [online]. 2022, vol.13, n.34, pp.120-137.  Epub 11-Mar-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v13.n34.2022.14162.

Rural education in Colombia is a context of constant social, economic, political, and cultural changes. This study contributes theoretical-practical elements for the training of teachers in the Basic Education with emphasis in Natural Sciences and Environmental Education program at the University of Antioquia, based on the singularities of science teaching in rural contexts. The methodological framework is based on a qualitative-interpretative paradigm with an instrumental case study approach, which seeks to identify, through narrative writings and semi-structured interviews, the experiences of three beginning rural schoolteachers regarding the knowledge they have acquired from their professional training. The role of initial training with respect to teaching in multigrade schools, project-based teaching, and the problematization of science education in rural areas were analyzed. It is concluded that teacher training programs should provide spaces for the recognition of rural contexts and multigrade classrooms and strengthen permanent contact with graduates to counteract the conditions of isolation and loneliness experienced by beginning teachers as they make their professional knowledge more dynamic in response to the needs of rurality.

Palabras clave : rural education; teacher training program; science education; professional insertion; teacher.

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