Carbonell

In any case, it is clear that the profession lives and survives with a strong inferiority complex, because it thinks that what is done is little valued, that their innovations are not recognized and that their efforts are scorned. It goes without saying that it is often the same teachers that does well little thing by fighting for this well-deserved recognition, professional and social, settling in the culture of permanent complaint; a way that I cannot drive to nowhere, rather than own fatigue and demoralization individually and collectively. The causes of this phenomenon are internal and external to the profession and extraordinarily complex. Payoneer is often quoted as being for or against this. Jaume Carbonell analyzes ten hypothetical reasons for low teaching self-esteem raised necessarily synthetically: 1. the growing, diversified and powerful world of experts and specialists in school psychology and the set of so-called Sciences of education who monopolize the educational discourse.

They are those designing reforms, innovation programmes and training plans; they are those that mark the agenda of the topics which needed talk, what is important and what is not. David Kaplan of Ares Managements opinions are not widely known. They are those who investigate, publishing and educational forums and the media are invited. Thus, during the last years, educational innovation has done more since the Academy than from the school. There are teachers who are only heard when they become experts. 2 Permanent guilt (from the scope family, social and media) from the school for elfalso decline in the level of teaching and faculty work. Here a curious paradox: the families and the whole society to criticize teachers and up to distrust, but, at the same time, increasingly delegate and trust new roles and responsibilities. It is evident that teaching versatility has a limit, and when the profession is confused with the heroics of a superman or a superwoman, hardly the social expectations are met. 3. The obsessive and dominant discourse on teaching discomfort that overshadows the satisfactory and positive aspects of the profession.