Teaching Representations on “Repeat” in the First Grade of Primary Schooling

Un Abordaje Cualitativo Del Fenómeno

Abstract

This paper presents research advances related to the representations of teachers of the first grade of primary schooling on “repetition”. A qualitative approach was chosen. In-depth interviews were conducted with first grade teachers from peri-urban and urban schools in Tucumán. The data analysis was performed according to the guidelines of the emerging grounded theory, in order to construct an explanation of the phenomenon. The results show that: teachers who define education in a unicausal way manifest themselves in favor of “repetition” and favor unidirectional and directed aulic interactions; and those that consider education as a complex process define "repetition" as a negative situation and give rise to uni and multidirectional interactions. This shows the need to allow spaces for reflection on teacher representations, due to their implications in school trajectories.