Self-perception of the teaching vocation in mathematics teachers in Nicaragua

Abstract

This study focused on the objective of assessing the teaching vocation in the course of the work experience of mathematics teachers in Nicaragua in order to reflect on the fundamental role of the vocation in the performance of the teacher and its transcendence in the training of the students.

Since in the classrooms it has been perceived that there is knowledge on the part of teachers, but not all teachers have the vocation to transmit knowledge and that is why in the university it must be followed from the first years to improve in our Country. Currently many recent graduates of the university are becoming university professors without the requirement of previous experience.

On the other hand, there are teachers who by necessity have opted for this profession and not by vocation. Is it productive that there are mathematics teachers without vocation before a society that demands competent professionals every day with a vocation in education?

Only if there is a vocation as an educator is there a love for teaching, an interest in being better day by day as a teacher and as a model of student behavior.