A qualitative interpretive approach is adopted, following a descriptive, exploratory, and cross-sectional design. The sample is intentional, made up of 12 teachers, who have an average of 33 years of teaching experience in rural schools present in the Metropolitan, La Araucanía, and Los Ríos Regions (Chile). For data collection, in-depth interviews were used from the generative narrative perspective. Subsequently, the histories were submitted to content analysis, following the logic of Grounded Theory.
Teachers exhibit potentially generative pedagogical action criteria and practices characterized by their commitment to educational work, positive affect, and flexibility, allowing them to build positive and reciprocal interpersonal relationships with students. In the same way, the generative propensity that guides their professional work promotes the construction of pertinent educational learning with historicalsociocultural relevance for students and their communities of origin.
Keywords: pedagogy, generativity, rural school, pedagogical identity, positive affect.
Para citar: Sandoval-Obando, E., & Calvo Muñoz, C. (2022). The Propensity to Teach in Chilean Rural Educators and its Potentially Generative Implications: An Exploratory Study. Journal of Higher Education Theory and Practice, 22(18), 112-126. https://doi.org/10.33423/jhetp.v22i18.5704