From personal work to being a teacher
| dc.creator | Corres Medrano, Irune | |
| dc.creator | Tresserras Angulo, Alaitz | |
| dc.creator | Santamaría Goicuria, Imanol | |
| dc.creator | Sajeras, Tania | |
| dc.date | 2022-09-19 | |
| dc.date.accessioned | 2024-11-14T07:16:44Z | |
| dc.date.available | 2024-11-14T07:16:44Z | |
| dc.description | When basic childhood needs are not met in the family, damage, sometimes irreversible, can be done. The school, as the primary socialising agent, the adults who are there, the teachers, of course, become essential references for children. In this way, teachers, from this function of accompaniment, play a key role in terms of attention and monitoring of these adverse child experiences. The bibliographical analysis carried out in this study has shown that the school does not guarantee this function of accompaniment and has identified several factors that hinder this fundamental function for the socio-emotional development of children. This theoretical study is complemented by a qualitative study and a case analysis. The information was collected through autobiographical narratives and group discussion. The conclusions highlight the need for resilient teachers and the importance of their role. | en-US |
| dc.description | Familian, haurren oinarrizko premiak asetzen ez direnean, itzulezina den kaltea sorrarazi ahal da. Eskola eragile sozializatzailea den heinean, bertako helduak, irakasleak alegia, haurren erreferente bilakatzen dira. Horrela, irakasleek nahitaez bidaide-paper horretatik funtsezko lana garatzen dute esperientzia gogor goiztiarren arreta eta jarraipenari dagokionez. Ikerketa-lan honetan egindako azterketa bibliografikoak erakutsi du eskolak ez duela bidaide-funtzioa bermatzen, eta haurren garapen sozioemozionalerako oinarrizkoa den zainketa- eta laguntzafuntzioa oztopatzen duten hainbat faktore identifikatzen ditu. Azterketa teorikoa metodo kualitatiboan eta kasu-azterketan oinarritutako ikerketarekin osatu da. Informazioa kontaketa autobiografikoaren eta eztabaida-taldearen bidez eskuratu da. Ondorioetan, irakaslegaien garapen pertsonala, irakasle erresilienteen beharra eta haien funtzioaren garrantzia azpimarratzen da. | eu-ES |
| dc.format | application/pdf | |
| dc.identifier | https://aldizkariak.ueu.eus/index.php/uztaro/article/view/5008 | |
| dc.identifier | 10.26876/uztaro.122.2022.4 | |
| dc.identifier.uri | https://gordailua.ueu.eus/handle/123456789/785 | |
| dc.language | eus | |
| dc.publisher | Udako Euskal Unibertsitatea | eu-ES |
| dc.relation | https://aldizkariak.ueu.eus/index.php/uztaro/article/view/5008/5117 | |
| dc.rights | Copyright (c) 2022 Uztaro | eu-ES |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0 | eu-ES |
| dc.source | Uztaro. Giza eta gizarte-zientzien aldizkaria; No. 122 (2022); 59-76 | en-US |
| dc.source | Uztaro. Giza eta gizarte-zientzien aldizkaria; Zk. 122 (2022); 59-76 | eu-ES |
| dc.source | 3020-5115 | |
| dc.source | 1130-5738 | |
| dc.subject | Haurtzaroa | eu-ES |
| dc.subject | Esperientzia gogor goiztiarrak | eu-ES |
| dc.subject | Garapen sozioemozionala | eu-ES |
| dc.subject | Irakasle-identitatea | eu-ES |
| dc.subject | Childhood | en-US |
| dc.subject | Children’s needs | en-US |
| dc.subject | Adverse Chilhood Experiences | en-US |
| dc.subject | Socioemotional development | en-US |
| dc.subject | Teacher identity | en-US |
| dc.title | From personal work to being a teacher | en-US |
| dc.title | Erresilientzia-prozesuak irakaslegaien prestakuntzan | eu-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | article | en-US |
| dc.type | artikulua | eu-ES |