Professional learning contexts of novice homeroom teachers. A case study in Chile

Abstract

This work is situated in the sociocultural approach and its overall aim is to characterize the contexts of activity in which the novice homeroom teachers continue learning their profession. We worked from the qualitative approach with a multiple case study design, in which 15 novice homeroom teachers participated. As results, five contexts of activity were identified in which the novice homeroom teachers continue learning their profession, which vary among themselves in terms of participants, contents and tasks. Likewise, these contexts of activity are not identified by all the participants, which shows the particularity and situated nature of their training. These results highlight both the importance of providing aid adapted to the particularities and needs of novice homeroom teachers in order to support their professional development and to contribute to their continuity in the educational system.