Between evaluation and social meanings of physical education teachers: a symbolic experience
Abstract
Social meanings are built through the interaction of individuals through the activities they perform; that is, people have to point to objects that have meaning to themselves. The objective of this research was to analyze the social meanings that physical education teachers built, based on the evaluation that they were subjected to in accordance with the guidelines of the educational reform of 2013. The research method conforms to the qualitative paradigm, in which Semi-structured interviews were conducted with a sample of six teachers in the state of Puebla and symbolic interactionism was used as an analytical reference. The results demonstrated the concerns of the teachers, their disagreements and the areas of opportunity to improve their working conditions. At the same time, they identified benefits of the evaluation that was carried out, such as: having clarity on some needs of their preparation, and consequently the possibility of attending to them, which would imply achieving economic improvements in some cases. They also experienced feelings of frustration, anger, lack of interest and fear at what they think society thinks of them, and uncertainty about the consequences of the results of their evaluation. Symbolic interactionism turned out to be a useful methodological resource to objectify the social meanings that the teachers in question constructed.
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