Synchrony and diachrony: problematization of the teaching vocation (second part)

Abstract

The synchrony within teaching is understood as the group of simultaneous aspects that impact the day-to-day life of professors, as much as in the international, national and local environment, asinside the schools: from the teaching trends worldwide in the XXI century and the national teaching legislation to the educational, academic and managerial tasks performed in the schools, passing through the relations with the executive and administrative staff. The legal-political dimension rules the professional practice and determines it. The academic task includes the time spent on the planning, dynamic teaching and evaluation. The educational task consists on the training of the students on the ethical and axiological aspects. The administrative functions, to which the teachers tend to resist, include registration forms and school control. Finally, professors keep synchronous strong relationships with the people that make up the school structure: students, administrative and executive staff and the other teachers; the groups that form this structure in many cases constitute forces that are more in conflict that collaborating. Thus, the synchronous dimensions impact simultaneously the formation of the teaching vocation and are crucial to the faculty practices.