Resumen

GONZALEZ ALEMAN, Carlos  y  RODRIGUEZ ZIDAN, Eduardo. Geographic teacher mobility: an analysis of teachers' perceptions in the framework of educational policies. Cuad. Investig. Educ. [online]. 2024, vol.15, n.1, e206.  Epub 01-Jun-2024. ISSN 1510-2432.  https://doi.org/10.18861/cied.2024.15.1.3594.

This study serves two purposes: first, to know the perceptions of classroom teachers from the DGETP-UTU regarding the effects of geographic mobility on their professional practices, and second, to analyze the regulations, operation, and organization of the "teaching bonus" system. The methodological design adopts a mixed type (CUAL-quan), following a sequential design, with a predominant qualitative emphasis, supplemented by quantitative contributions and having an exploratory scope. In the first phase, a descriptive quantitative analysis was conducted based on two secondary data sources: the 2007 National Teacher Census (ANEP, 2008) and the 2018 National Teacher Census (ANEP, 2020), presented in both report and database formats. In the second phase of qualitative deepening, 18 semi-structured interviews were conducted with DGETP-UTU classroom teachers from Canelones, Florida, and San José institutions. Additionally, a documentary analysis was performed on nineteen documents comprising national legislation and ANEP resolutions related to the policy and financing of teacher transportation. The findings show that ANEP's "teaching allowance" policy dates back to 1971 and involves a growing budget. However, the "geographical mobility of teachers" is not homogeneous across the country, with twelve departments sending teachers and seven receiving them. Regarding teachers' perceptions, the evidence shows that "geographical teacher mobility" has a negative impact on planning, coordination, and insertion activities within the educational community. For them, some strategies to mitigate the impact would be the assignment of work based on teaching positions for a term longer than one year (three years) and the establishment of "regionalization" criteria in the system of teacher assignment and "choice of hours".

Palabras clave : geographical mobility of teachers; technical-professional education; teacher employment conditions; teacher perceptions; teacher policies.

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