Abstract

More than 40% of Chilean teachers leave the profession during the first years of their professional practice. Also, when considering environments of greater vulnerability in schools, this problem is exacerbated. In this context, this study proposes an approach to the permanence experiences of two beginning teachers who work in Chilean schools with high vulnerability rates. Based on an ecological approach of the teacher agency it was possible to enter into an understanding of such experiences in a multidimensional and integrated manner. The study uses a biographical narrative approach that puts the experience of permanence at the center of the analysis. Based on the narratives of Andrea and Ignacio, a continuous network of decisions is evidence that leads them to remain in their schools, which is not exempt from moments of discontinuity and questioning.