Erresilientzia-prozesuak irakaslegaien prestakuntzan

  1. Irune Corres Medrano 1
  2. Alaitz Tresserras Angulo 1
  3. Imanol Santamaría Goicuria 1
  4. Tania Sajeras 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Haur Hezkuntzako Irakaslea
Journal:
Uztaro: giza eta gizarte-zientzien aldizkaria

ISSN: 1130-5738

Year of publication: 2022

Issue: 122

Pages: 59-76

Type: Article

DOI: 10.26876/UZTARO.122.2022.4 DIALNET GOOGLE SCHOLAR

More publications in: Uztaro: giza eta gizarte-zientzien aldizkaria

Abstract

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.

Data source: Dialnet