My unclear and little motivating academic year: Education is really my vocation?

Undoubtedly all academic years are different, every year its presents differents subjects and the teachers are different. This year in particular had specials features for me, this year was little motivator and I did not have cognitives challenges. By contrast, each of the homework made were boring jobs, this homework occupied much of my time but were not significant for me. According to what have learned in this three years, the importante of our career (education) is based in make significant educative moments for the children, but is difficult to understand this for me, when our teachers of the university don´t have a dynamic constructivist to teach, and they don´t give the example.

According to the above is necessary to consider the following question, Is posible teach the constructivism through conductist lessons? Apparently some of my teachers believe that, they are constantly saying that is important to make educative moments in which children should be the protagonists and themselves must to build their knowledge, but our educational reality as students is very different, obviously we are not girls of seven years old (and our teachers don´t must to treat us like children), but is contradictory and difficult to understand the discourse constructivist that has the majority of teachers, because his discourse its not resembles in the educational activities of them.

See these situations in my academic reality was very demotivating, because are situations like these the which make that the people be question about their true vocation, making that me ask myself: is "the education" my vocation? According to the experiences of this academic year the answer should be NO. The lack of professionalism of teachers is evident, some lessons are not planned and it shows the lack of commitment that the teachers have. The intention is not to blame the teachers of everything, I know that my lack of consistency in academic activities is a little responsible for the academic failure of this year, but at the same time, that inconsistency is a product of the little motivation that I had for the career this academic year.

Finally it is necessary to say that although this year has been difficult for me, but I can not stay alone with the bad aspects. In this academic year the most salvageable was the practical experiences with the children, and I think that are those moments the which should drive me to continue in the career of education. Although the models received this year have not been the best, is necessary believe that our future teaching practices could make a change, because the critique that was just made about to the teachers of this year, contributes to knowledge about "how be a good teacher" and worry about the significant learning of the children, trying not to follow bad models of this year, but yes the good models.