Diachrony and synchrony: a problematization of the teaching vocation (part one)

Abstract

The vocational training of those who are dedicated to teach within the different educational levels varies on elementary-middle school education, highschool education and bachelor level education. Most of the teachers in elementary and middle school education they are so because of a professional vocation, meaning, they chose to be teachers as a lifelong profession, wich doesn't happen with highschool and bachelor degree teachers as they were initially professionals in different areas other than teaching itself. This difference make these teachers to live several stages within the constructions of a teaching vocation, from the moment they venture themselves in the academical environment as teachers to the moment they decide to teach as a lifestyle.This process is called diachrony. Considering that the teaching professional competences are practically the same for those who are dedicated to teaching in any level, this article highlights the moments or stages lived by the professionals which weren't initially "vocational" teachers but professionals who have built this vocation during their lifetime as teachers. Henceforth we will tackle the three main aspects of the professional construction: the construction of the teaching formation, the building of the sense of teaching and the developmental stages of the teaching vocation. While these edges don't deplete the issue, they do keep open spaces for reflexion and discussion of the teaching vocation.