SOME GUIDELINES FOR IN-DEPTH INTERVIEW:
1 Each student will contact an experienced teacher, you are doing in their particular profession and an interview questionnaire prepared by previous groups.
2 On the agreed date is attends the interview, bringing the base questionnaire along with other items to use as a recorder or other means of gathering information (remember to ask permission to record)
3 presents the interview in the personal blog with the following:
* Introduction (introduces the interviewee, the place where she works and some features that allow to know better)
* Body Interview (may be presented in a classic question and answer, or give an account of the through interview)
* Conclusion (this is the most important part of this tarbajo, because the interviewer makes a analysis highlights provided by the interviewee)
(AT THE END OF THIS DOCUMENT IS AN EXAMPLE OF INTERVIEW)
SOME IDEAS FOR THE IN-DEPTH INTERVIEW (AS \u200b\u200bA METHOD OF INVESTIGAVIÓN):
Interview Techniques
Definition: In-depth interview is the process of dynamic interaction
communication between two people, interviewer and interviewed under
control first.
Purpose: Get information that implicates as possible on the subject of
When to Use:
_ When required get very complex information
_ When looking for confidential or sensitive information, such
on a taboo subject
_ When looking for information professionals, and questionnaires
insufficient structured
_ When considered as a preliminary to the development of
structured questionnaires to identify content to include or
even
Depth Interview: Process
Interview Techniques
1.Elaboración the script:
• Length of interview (short-answer short / long)
• Nature of the questions (short answer, explanatory)
• Nature of research (exploratory and descriptive, confirmatory)
introductory 2.Fase:
• Purpose of the interview and the use of information obtained
• Confidentiality and anonymity of responses
• Type of collaboration
3.
• Do not be very direct in asking and start
• Use of records, or references to previous responses, to force in
some extent consistent in responses
• Avoid leading questions, or include a possible bias
• Have a logical sequence of the generic to the specific, from the surface to
how committed
• Finish in an elegant and leaving the door open
Depth Interview: Strategies
Interview Techniques
• Appeal of complicity : find a way of being an accomplice or ally
respondents' intimate
• Appeal of Naive : was surprised to hear the responses of
interviewed, giving a feeling of new information and attractive
• The mirror or echo, repeating the last words of the interviewee, when
think that may have a strong emotional content for him
• The synthesis: summarizing the statements made by the respondent, to see
the effect will occur when spoken by another person
• The direct interpretation : consists of making assumptions about what is
saying the respondent and the degree of acceptance, rejection or
qualification that the interviewee answers
Depth Interview: Major Issues
Interview Techniques
• Environment
• Barriers to interview
• Incentives to the interview, offer to help, need to communicate
• Types of in-depth interview
• Script
• Physical characteristics of the interviewer
• Duration of interview (one-half to two hours)
• Method of recording information
• Validity of results
TYPES OF INTERVIEWS
As pointed out by Benney and Hughes (1970), the interview is "digging tool" favorite of sociologists. To acquire knowledge about social life, social scientists rests largely on verbal reports. .
When they hear the word "interview", most people think in a structured research instrument as attitude surveys or opinion and questionnaires. These interviews are typically "managed" to a large group of "subjects" (Benney and Hughes, 1956). May be asked to place their survey two feelings along a scale, to select the most appropriate responses to a preselected set of questions, or even respond to open questions in their own words. Although these research approaches differ in many respects, all adopt a standardized form, the investigator has the questions and the research subject has the answers. In fact, in more structured interviews to all the people are asked the question in identical terms to ensure that results are comparable. The interviewer serves as a data collector careful, his role includes working to ensure that subjects were relaxed enough to answer entirely to the predetermined list of questions. "'
In complete contrast to the structured interview, qualitative interviews are flexible and dynamic. The qualitative interviews have been described as not, directives, unstructured, non-standard and open. We use the term" depth interviews "to refer to this method of qualitative research. For qualitative interviews mean repeated face-to-face "the researcher and the informants, these meetings led to the understanding of the perspectives of Jos informants about their lives, experiences or situations , as they express their own words. In depth follow the model of a conversation between equals, and not a formal exchange of questions and respues1as. Far from resembling a robot collection of data, the investigator is the research instrument, . and it is not a protocol or interview form. The role involves not only answers but also learn what questions to ask and how to ask.
While qualitative research method, in-depth interviews have much in common with participant observation. Just as observers, the interviewer "slow progress, 'at first. Trafficking establish rapport with informants , initially formulated no policy questions and learn what is important to the informants before focusing the interests of research.
The primary difference between participant observation and in-depth interviews lies in the scenes and situations in which research takes place. As participant observers carried out their studies in field situations "natural" interviewers ask him in the situations specifically prepared. The observer participant gets direct experience of the social world. The interviewer rests solely and indirectly on other stories . The problems this creates what are considered in the next section.
can distinguish three types of in-depth interview, closely linked. The first is the story of life or sociological autobiography. In the history of life, the researcher tries to learn the definitions that person applies to such experiences. The life history presents a vision of his life that a person has, in his own words, much like an ordinary autobiography. EW Burgess (Shaw, 1966, pg. 4) explains the importance of life story:
In the history of life is revealed as in any other way the inner life of a person, their moral struggles, successes and failures in the effort to fulfill his destiny in a world that too often it does not match their hopes and ideals.
What distinguishes the life history of popular autobiographies is the fact that the researcher actively soliciting the account of the experiences and ways of seeing the person, and builds the story of life as an end product. Howard Becker (1966, pg. VI) describes the role of the researcher in the sociological life stories:
The sociologist who takes a life story takes steps to ensure that it covers everything you want to know, that no single factor or important development is neglected, that what purports to be factual consistent with the evidence that is available and that the interpretations of the subject are made honestly. The sociologist maintains the subject-oriented issues 1as sociology who are interested, asking questions about events that need desarrol1o, tries to make the story told to do with matters that are subject to official registration and material provided by others they know the individual, event or place that is described. Ago that the game is honest with us.
life story has a long tradition of social sciences and figured prominently in the work of the Chicago School during the late l920, 1930 and 1940 (Shaw, 1931, 1966, Shaw et al, 1938; Sutherland, 1937, see also Angell, 1945, and Frazier, 1978) . Much of the considerations in this chapter are based on the life stories of a "transsexual" (Bogdan, 1974) and two "mentally retarded" (Bogdan & Taylor, 1982).
The second type of interviews, target depth learning about events and activities that can not be observed directly. In this interview we spoke to are reporting the most, a true sense of the word. Act as observers researcher, are your eyes and ears in the field, in many informants, their role is not simply to reveal his own opinion, but it should describe what is happening and how others perceive it. Examples of this type of interview include the study of Erikson. (L976) on the reaction of a West Virginia town to a natural disaster, and the study of Domhoff (1975) on power elite. Erikson's research could not have done otherwise, unless the author was found accidentally in a disaster site natuara1, somewhat unlikely, of course, while we can assume that Domhoff could not gain access to intimate places frequented by the powerful. E1
final type of qualitative interviews has the 'purpose of providing a comprehensive picture of a range of scenarios, situations or people. The interviews were used to study a number. Relatively large number of people in a relatively short time if it compares to the time it would require an investigation through participant observation. For example, you could probably make more in-depth interviews with 20 teachers using the same amount of time it would take a study of participant observation in a single classroom. The study by Rubin (1976) on fami1ias workers, based on detailed interviews l00 with wives and husbands, is a good example of this type of research.
Although researchers choose one or other of the types of in-depth interviews with different purposes, the basic techniques are similar in all three types. In all cases researchers establish rapport with informants through repeated contacts over a period of time, and develop a detailed understanding of their experiences and perspectives. This chapter describes approaches and strategies for interviews, as defined here. However, much of what is said on the following pages can be applied to all interviews regardless the approach.
THE BEGINNING OF. INTERVIEWS
the genuine stamp of qualitative interviews are learning about it, which is important in the minds of the informants: their meanings, perspectives and definitions how they see, c1asifican y. experience the mondo. Presumably, the investigators want to ask some general questions before starting work. But they must be careful not to force your program too early. Input to raise direct questions, the researcher creates a mental trend in the reporting about that over what is important to talk, this induced bias can be difficult, if not impossible, to know how they really see things.
During the first interviews the researcher sets the tone for the relationship with informants. In these initial interviews, the interviewer should appear as someone who is not totally sure of the questions you want to do and is willing to learn from the informants. Robert Coles (197l, p., 39) eloquently describes this framework: My work ... is to present live to where I can be a number of lives ... relying on a person like me, an outsider, a stranger, a listener, an observer, a curious ... a subject to which a mountain man described as one "that always comes back and apparently did not know exactly what you want to hear or know."
The qualitative interviewer must find ways to get people to start talking about their perspectives and experiences conversation unstructured or define what it should say. Unlike the participant observer, can not sit back and expect people to do something before asking questions. There are several ways to guide the initial interviews in this research: descriptive questions, the reports requested, the interview with logbook and personal documents.
descriptive questions
Probably the best way to start the interviews with informants consists in asking them to describe, list or sketch events, experiences, places or people in their lives. Practically every interview you can present a descriptive list of questions that will allow people to talk about what they consider important, unstructured responses. In our life histories of mentally retarded interviews began by asking respondents to provide us with chronology of major events in their lives. Pattie Burt listed events such as its source, its location in various foster homes, institutionalization, and the rent of your apartment. Ed Murphy listed the death of his father, his mother's death, the death of his sister, in addition to the places where they had lived. In our work with Ed Murphy often we began the session by asking point out events and experiences (sometimes it absorbed the entire session.) Since its institutionalization was very gravitating in his life, we continue this experience in great depth. For example, we ask you to outline things such as rooms in which he lived, a typical day in different rooms, their friends in the institution and the tasks was assigned.
When respondents mentioned specific experiences, you can find out more detail. It is also a good idea to document issues to return to them later.
requested Stories s
Many of the classic life histories of the social sciences have been based on a combination of depth interviews and stories written by the informants. Shaw 1931, 1966), Shaw, McKay and MccDonald (1938) and Sutherland (1937) make extensive use of this approach in their life histories and criminal offenders.
Shaw and colleagues were served a variety of techniques to structure the life histories of offenders in the 1930's. Shaw (1966) reports that, although he leaned heavily on personal interviews, preferred to rely on written documents. In The Jack-Roller, S haw (1966) first interviewed Stanley, the protagonist of the story of life, to prepare a detailed timeline of his criminal acts and experiences. Then he gave this chronology to Stanley that he would use it as a guide in writing your own history. Shaw (1966, p. 23) writes that Stanley instructed in the sense that "provide a detailed description of each event the situation that occurred and their personal reactions to the experience. "In other stories of life as Brothers in Crime (1938), Shaw and colleagues only give an indication of its informants to provide a detailed description of their experiences during childhood and adolescence.
Sutherland was more managers to apply the life story entitled The Professional Thief (1937). Although not described in detail its approach, said that most of the text was written by the thief character, based on questions and topics suggested by the researcher. Then Sutherland met with the thief about seven hours per week for twelve weeks, to examine what the subject had written. The final life history includes the original story of the thief, the interview material, lower passages written by Sutherland for the purpose of the layout, and footnotes based on a wide range of sources, including interviews with other thieves and detectives.
For Being Different, researcher Jane Fry asked to write a detailed chronology of his life. After the chronology used as a basis for talks with her. In recent interviews he and Jane walked step by step timeline to return any item overlooked.
Not everyone can or are willing to write about their experiences. However, the sketches and timelines can also be used as guides in open-depth interviews.
Interviewing logbook
In this approach, respondents have a current record of his activities during a specific period, that registration provides a basis for l as interviews. Zimmerman and Wieder (1977), which refer to this technique as "Method of interview with daily" have described procedures associated with it specific.
In a study on the "lifestyles of the counterculture, Zimmerman and Wieder asked respondents to keep a" log "in which their activities should write chronologically. Instructed to register these activities as much detail as they could, at least make notes every day, and be referred to a standard set of questions to consider each activity: Who? What? When? Where? How? As Zimmerman and Wieder were interested in sexual activities and drug use, said the informants to describe these activities specifically.
Zimmerman and Wieder had two researchers checked each day and prepared a set of questions and explorations that informants would be made on the basis of their stories.
As requested, the interview with logbook reporting is not adequate for non-fans to register their activities in writing. As pointed out by Zimmerman and Wieder, daily telephone conversations and the recorder can be used as alternative methods.
personal documents (diaries, letters, drawings, records, agendas and lists of important things people themselves) can be used to guide the interviews without imposing a structure to the informant. Most people keep old documents and records, and are willing to show to others at least some of those elements. If the researcher does not need a general idea of \u200b\u200bthe experiences you want to cover in the interviews, you can ask respondents to show him documents related to these experiences before they begin interviewing. Later in the course of the interview, these materials may ignite memories and help people to revive old feelings.
Jane Fry kept old letters and other documents and written stories, autobiographical in critical moments of his life. The shared freely with the investigator. These documents not only provided a framework for interviews, if that were eventually incorporated into his life story. In some investigations through interviews, the interviewer has a good idea of \u200b\u200bwhat goes on in the minds of the informants before he begins to interview. For example, some interviewers have previously performed participant observation, others use their own experiences to guide their research. Becker's study of jazz musicians left. His own experience in a band. In our research, we spent a considerable amount of 1iempo with informants before a formal interview. Ed Murphy had heard talk about his life in institutions before we could think of the idea of \u200b\u200bwriting his life story. When researchers are based on a body of direct experience can be more senior and aggressive in their initial inquiry.
INTERVIEW GUIDE
projects in large-scale interviews some researchers used an interview guide to ensure that key issues are, explored a number of informants. The interview guide is not a structured protocol. This is a list of general areas to be covered with each informant. In the interview situation the researcher decides how to articulate the questions and when to ask them. The interview guide serves only to remember to ask questions about certain topics.
The use of guides presupposes a certain degree of knowledge about the people you try to study (at least in interviews). This type of guide is useful when the researcher has already learned something about 1os informants through work field, preliminary interviews or other direct experience. This guide can also be extended or revised as additional interviews are conducted.
The interview guide is especially useful in research and evaluation team, or other subsidized research (Patton, 1980). In team research, the guide provides a way to ensure that all researchers to explore with respondents the same areas. genera1. One of the authors of this book used a guide to "the interview in a research project involving field visits, intensive and short term half dozen researchers should attend a number of sites (see Taylor, 1982). In the subsidized research and qualitative assessment of the interview guide can be used to give sponsors an idea of \u200b\u200bwhat the researcher actually comprised of informants.
the interview situation
The interviewer must create a climate in cua11as people feel comfortable to talk freely about themselves, what types of situations is more likely that people express their way of see? In the structured interview the interviewer is instructed to act as a disinterested figure, the design of the situation interview attempts to mimic laboratory conditions. But, as noted by Deutscher (197J, pg. 150), people rarely express their true feelings and opinions in such circumstances: "The actual expressions of attitude or overt behavior rarely occur in conditions of sterility deliberately structured the interview situation. "
In the qualitative interview, the researcher tries to construct a situation that resembles those in which people speak naturally to each other on important things. The interview is relaxed and its tone is a conversation, that is how people interact normally. The interviewer is related with informants on a personal level. Indeed, the relationships that develop as time passes between the interviewer and the informants are the key data collection
There are certainly differences between the interview situation and those in which people interact normally: Sometimes interviewers should be contained and not express their views, it is understood that the conversation is private and confidential, the information flow is largely (though not exclusively) unilateral interviewers communicate a genuine interest in the opinions and experiences people and are willing to listen to for hours on end. However, only designing the interview along the lines of the natural interaction can permeate the interviewer what is most important to people. . In fact, the interviewer has many parallel figures in everyday life: the good listener, the shoulder on which you can mourn, confidant.
Like participant observation, in-depth interviews require ability to relate to others in their own terms. There is no simple formula: To interview successfully, but the following points set the tone of the atmosphere that the researcher should try to create.
not open trial
When informants begin to share an increasing number of experiences and feelings with the interviewer, public drop their facades and reveal parts of themselves that usually remain hidden. It is common for people enter or close their disclosures repudiation or comments such as "You must think I'm crazy to do that" and "I can not justify what I did, but ...".
An important part of the technique is not open trial. Benney and Hughes (1970, p., 140) write: "... the interview is an understanding between two parties which, in exchange for allowing the interviewer to direct the communication, is secured to the informant who will not meet with denials, contradictions, competition or other harassment. "In other words, if we want people to open up and express their feelings and opinions, we decline to negative judgments about it and" humbling "or" silence ".
Of course, the best way to avoid the appearance that you are judging people is to try to accept them for who they are and what they are not mentally unopened trial . When we can not take that attitude, it is possible to state our position, but gently and not condemn the person as a whole.
During the interview must take the initiative to reassure the party in that it's all right in our eyes, after we have revealed. Something disturbing or disparaging personal. We must communicate our understanding and sympathy: "I know what you mean," "The same thing happened to me once," I have thought of doing it, "I have a friend who did that."
Allow people to talk
depth interviews are sometimes requires a lot of patience. Informants can be spread over things that are not interested. Especially during the initial interviews, it is necessary not to interrupt the informant although we are not interested in the subject he touches.
. Usually you can get a person go back through subtle gestures such as leaving nod and take notes (Patton, 1980), and gently changing the subject during pauses in conversation: "I'd like to alg6 you said the other day. " With time, informants usually learn to read our actions and our interests quite know what to talk about some things and not others.
When the interviewee begins to talk about something important, let the conversation flow. The gestures of sympathy and relevant questions serve to keep you on track.
Attention
During lengthy interviews it is easy for the mind wander. This is especially true when you are, recording and you have no obligation to concentrate to remember every word you say.
Attention means to communicate a sincere interest in what the informants are saying, and know when and how to find out by asking the right question. As Thomas Cottle (1973b, p. 35) puts it clearly, attention also means open to see things in new and different:
If there is a rule for this type of research, it could be reduced to a simple statement such as "pay attention." Pay attention to what the person does, says and feels, attention to what is evoked by these conversations and perceptions, particularly when our mind wanders far and finally, pay attention to the responses of those who, through our work, you could hear people. Paying attention means open, not a special way to open or metaphysical, but simply self-observation, self-awareness, the belief that everything one experiences taken from the outside and inside is worth consideration and essential to understand and respect those with whom we meet.
Be sensitive and
Interviewers must always perceive the way their words and actions affect the 'informants. Sometimes they have to "get the dumb, but not insulting. Must be nice, but not patronizing. They should know when to investigate, but stay away from open wounds. Must be friendly, but not as one who tries to ingratiate himself only . The sensitivity is an attitude that one must take wing interviews and participant observation. Robert Coles (1971b, p. 29) reaches the heart of the matter when he writes:
Somehow we all must learn to know the others ... By the way I say to myself, sometimes kindly and strong or severe, I was reminded of the absurdity that had been some of my questions, which were misleading or presumed cases they passed. The fact is that I have repeatedly seen an illiterate migrant worker, poor and humble step back to something I did or said, smiling a bit nervously, sparking the eyes and sulking, ask yourself some questions about me and my purposes, and expressed through gestures of disapproval me know which certainly had sense, and, indeed, criticism also arose in him, the critics quiet, thoughtful, perhaps difficult to express in words ...
THE POLL
One of the successful interview is to know when and how to probe, scan. Throughout the interviews, the researcher tracked themes that emerged as a result of specific questions, encourages the informant to describe the experiences in detail, and constant pressure to clarify his words.
In the qualitative interview we have to probe the details of the experiences of people and the meanings they attribute to them. That is the point where in-depth interviews depart from everyday conversation. Unlike most people, the interviewer is interested in trivial events in the daily struggles and experiences as well as in the bright spots of life. Furthermore, in contrast with the natural conversation, the interviewer can not assume they understand exactly what people mean. The interviewer can not take for granted assumptions and understandings of common sense that other people share.
Deutscher (1973, p. 191) explains how words can seemingly objective have different cultural meanings:
When a trucker U.S. complains to the waitress in the dining car because beer is "hot" soup "cold" liquid "hot" may have a temperature do 10 º C, and "cold" to be at 25 ° C .... The standard for the same object can vary from culture to culture, country to country, region to region and, for that matter, in any social unit, between classes, age groups, sex, or whatever it takes, " soup "cold" for an adult may be too "hot" for a child.
qualitative Interviewers must constantly ask informants to clarify and develop what has been said, even at the risk of sounding naive. Spradley (1979) comments that the interviewer has to teach the informant to be a good informant, continuously encouraged to provide detailed descriptions of their experiences.
During the interview should continue searching for clarification until you are sure what you mean exactly the informant: rephrase what he said and prompt, ask the interviewer to provide examples, note what is not clear to us. Also be further comments, until a box clear mental people, places, experiences and feelings of his life. Ask a number of specific questions:
Can you tell who looked there?
How did you feel then?
Do you remember what he said at the time?
What were you doing?
Who else was there?
What happened after that?
The skillful interviewer poses questions to stimulate memory. Many past events lie deeply hidden in the memory and remote from daily life. Try to think of questions to recover some of these events, eg
"At that time, how do you describe your family?
Do your parents always told stories about what it was when you were growing up?
What kind of stories you told when he met with his brothers and sisters?
As participant observers may become more aggressive in the later stages of the investigation, the inquiry's interviewer may be more directive as you learn things about informants and their perspectives. It is not uncommon for informants are unwilling or unable to talk about issues that are obviously important to them. In our interviews with Ed Murphy, for example, was reluctant to discuss personal terms that had been labeled as mentally retarded. Instead, he talked about how the other unfairly stigmatized label "mentally retarded." To make brief them on the experience of coping with that label, we ask questions that allowed him to retain an identity of "normal" person: "You are obviously a bright person; How is embroiled in an institution for retarded "and" Many children have trouble learning, How did you in school? "In interviews with Ed Murphy were also times when faced with their tendency to avoid certain issues. We try to instill the idea of \u200b\u200bthe importance of talking about his family, he said something like the following:
I think it's important to know your family life. Many families do not know how to treat disabled children. I think we must try to talk about their feelings and experiences.
While Ed continued to feel uncomfortable with some issues, finally spoke about many of the that was avoided.
As participant observer, the interviewer can also use what Douglas (1976) called "tactics of the assertion in stages" and other aggressive techniques of inquiry. As we have seen, this tactic is to act like one and "was aware" in order to obtain more information.
BY WAY OF EXAMPLE ... INTERVIEW:
:
We in the living room of his house, is located a few meters from one of three schools where she works as a teacher. The town tells me that we are in a rather rural, starting minibus waiting to take me, it took a long time in coming, the city of Ligua this more or less to about twenty minutes by bus, to get trees and horses adorn the landscape. Step through the front of the school diego portals Pullally village school in this place is my interviewee, she is a mother of two sons and one daughter lives with her husband and children in a house located very near the school, she is a professor of religion and when I ask an interview I wondered whether it mattered or not she was a professor of religion, but I knew her and knew who had worked in the rural arto time otherwise had not been so satisfying and rewarding the interview then you sir reader can enjoy.
much as there were no leading questions, we talked for a long enough period , she tells me about how difficult it was to study the great sacrifice he had to do to help you be a teacher within this
Where does this feeling of being a teacher?
She while studying in basic education his teacher was a very nice person very close to her students as she described it "was very skin, ask how are you, as dawn today, glad to see you come to school, was a very good teacher, and then I felt that I too liked that deal with students and thought to be Professor as or perhaps better than my primary teacher and it was a good example to follow "
tells me that a teacher physically assaulted while attending basic education thing that marked him for life a little girl who just wants learn and know good things and not anti-values.
fourth means when they leave work at a school for auxiliary the occasion of gathering enough money to fund their study because their parents could not afford so that she could study. Then he went to Santiago to study and work in the day and worked from five in the afternoon until nine attending classes.
Was it very difficult to study?
"if complicated," study at the Institute of the Catholic University of Santiago in 1983 after graduating had to practice, Longotoma's school says he made one-year contract, work performed by the free and engaged.
Then, when his salary had most of it spent on materials for children, was in a room multigrade first to fourth grade
basic. Then in 2003 and graduated from San Felipe in courses implanted Valparaiso University.
already in the field a question that even school teacher who is in training you would like a response which will guide
What are the methods used to capture the attention of your students?
News, I cut and paste on the board to see if the children have heard of the issue and reviewing and I are so getting their attention that you do not get anything to cry forever calm "the authority is achieved with respect"
Anecdotes
Once was a big mess in the room and could not the silence and I could not think the way to get attention and I climb on a chair and start children to sing and when I looked they were all surprised and silent finished singing my song and say hello and start your class.
What are the advantages of rural
children always or most of the time are very receptive, have a different way of being, their families better established is less crime, drugs, violence, are less contaminated cigars.
Disadvantages
children have little access to modern information and
a teacher Are you done?
Yes, I seen one. Whenever I see a response by the children, I percent happy with my work that helped form I see something I bring good people in this society that makes you happy thank you.
Un mensaje para los profesores que se están formando.
Me alegro que existan jóvenes que deseen ser profesores aun cuando la educación hoy en día esta muy cuestionada
Sean perseverantes, esforzados con grandes expectativas, que aprovechen la oportunidad para que puedan traer de esta vocación ser un buen aporte, cambiando aquello que esta malo y que tenemos que mejorar.
're currently happy with his family and his job could say that she is a strong believer and I think this product is very strong and struggling to hear me talk provoked a feeling of calm and security, an incentive to move forward and caused a feeling of admiration for the delivery that she provides to students in general to everyone around him.
interviewed Name: Patricia Saavedra
Profession: Professor of Religion
Workplace: Pullally rural primary school from first to eighth grade,
Zapallar Lyceum, from first to eighth grade. Professional Technical Liceo Papudo first through fourth means.
Years of service: 23 years
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