Mobility practices and job performance of rural teachers in La Araucanía, Chile: contributions from the standpoint of generative narrative

Abstract

Life experiences of teachers working in rural contexts are a historical and cultural tool to understand mobility practices and job performance in small and medium-sized towns. This reality helps uncover the knowledge that contributes to systematize and create new ways and possibilities to understand rural education in Chile. The objective of the article is to analyze the job experiences of teachers working in rural schools regarding commute and its influence in their daily professional activities in La Araucanía (Chile). Methodologically, this research is carried out from a qualitative and interpretative approach, using a descriptive, exploratory and transversal design. Content analysis and in-depth interviews were used for data interpretation from the standpoint of the generative narrative. Among the results, two main dimensions can be highlighted, such as the aspects regarding life stories and expectations of rural teachers, and their experiences and mobility practices including aspects that transcend the commute.