Teaching experience of beginning teachers in Natural Sciences, UNAN-Managua/CUR-Estelí, Nicaragua

Abstract

This article examines the teaching experience and the construction of the professional identity of beginning teachers graduating in 2017, 2019 and 2022 from the Natural Sciences career at UNAN-Managua / CUR-Estelí, considering the factors that facilitate or hinder their insertion in the educational field. The research approach is mixed. The data collection techniques applied were interview, survey and observation. We worked in a study universe of 86 participants and a sample of 13 teachers. The main results of this research highlight the professional knowledge acquired by teachers, which includes competencies in teaching-learning, planning and evaluation. Although many teachers demonstrated a growing mastery of didactic strategies and constant updating, they faced challenges related to time management, discipline control and adaptation of methods to students’ needs. However, there was evidence of facilitating factors, such as the support of colleagues, pedagogical innovation and commitment to continuous training, which contribute to strengthening their professional identity. The research highlights the gap between university training and teaching practice, pointing out the importance of improving institutional support and mentoring during the first years of work. It concludes that, despite difficulties, beginning teachers develop adaptive skills and a constant improvement approach that favors a dynamic and effective educational environment.