Influence of the ascribed and the achieved in the time that the chilean beginning teachers have to find their first job

Abstract

This research focus it's analisis on the influence of "the ascribed" and "the achieved" elements present in the context of starting teachers and their insertion into the Chilean School System. From the source of 24,810 Education graduates records (DEMRE and MINEDUC), as well as using the life tables method as an analytical technique, we can observe when the moment of the actual insertion is more likely to happen, and also the way in which both of the following factors make their influence: the social origin and academic credentials of starting teachers, as reason for overwhelming differences during the school insertion process. We aim to show the necessity of considering this evidence when designing policies whose purposes are to make the educational career more appealing to future teachers.