APRENDER A ACOMPAÑAR: ANÁLISIS DE DIARIOS REFLEXIVOS DE MENTORES EN UN PROGRAMA DE INDUCCIÓN.

Egileak

  • Carlos Marcelo Universidad de Sevilla
  • Carmen Gallego-Domínguez Universidad de Sevilla
  • Paulino Murillo-Estepa Universidad de Sevilla
  • Paula Marcelo-Martínez Universidad de Sevilla

Gako-hitzak:

Diarios, profesores principiantes, inducción, mentores, acompañamiento

Laburpena

Resumen:
El periodo de inducción es una etapa diferenciada en el camino de convertirse en docente. Los programas de inducción a la enseñanza están progresivamente instalándose en la mayoría de sistemas educativos. La figura del mentor ha recibido una considerable atención por parte de la investigación sobre formación del profesorado. El mentor es un docente con experiencia y saber docente reconocido y con formación especializada como formador, que ofrece su apoyo al profesorado principiante. En este artículo describimos el proceso de mentoría que se ha llevado a cabo a lo largo del desarrollo de un programa de inducción para el profesorado principiante en la República Dominicana. Los mentores que han participado en esta investigación son 32, distribuidos por varias zonas de todo el país. Los datos que analizamos en este artículo lo configuran los diarios que los mentores redactaron a lo largo del programa. Se solicitó a los mentores que redactaran un diario de actividades. El total de datos lo componen 1.176 páginas de texto, agrupadas en 32 diarios de mentores. Los resultados muestran una realidad que es consistente con la mayoría de los resultados de las investigaciones sobre profesorado principiante y programas de inducción. La prevalencia de los problemas relacionados con la metodología, la disciplina y la motivación son constantes en todos los trabajos que abordan los primeros años de enseñanza. Estos problemas los analizamos desde el punto de vista de los propios mentores que realizan el apoyo al profesorado principiante.

 

Abstract:
Induction period is a stage differential on the way of becoming a teacher. Induction teaching programs are gradually settling in most educational systems. The figure of the mentor has received considerable attention from the investigation into teacher training. The mentor is a teacher with experience and expertise recognized and specialized training as a trainer, which provides support to novice teachers teaching. In this article we describe the process of mentoring has been conducted throughout the development of an induction program for novice teachers in the Dominican Republic. Mentors who have participated in this research are 32, distributed by several areas across the country. The data analyzed in this article was the reflective diaries that mentors wrote during the program. The total data make it up 1,176 pages of text, grouped in 32 reflective diaries of mentors. We ask mentors to write a reflective diary of activities. The results show a reality that is consistent with the majority of the results of research on novice teachers and induction programs. The prevalence of problems related to the methodology, discipline and motivation are constants in all the works that address the first years of teaching. These problems are analyzed from the point of view of the mentors themselves who perform support for novice teachers.

Erreferentziak

Achinstein, B., & Athanases, S. Z. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7), 843-862. doi: 10.1016/j.tate.2005.05.017 Athanases, S. Z., & Martin, K. J. (2006). Learning to advocate for educational equity in a teacher credential program. Teaching and Teacher Education, 22(6), 627-646. doi: 10.1016/j.tate.2006.03.008

Avalos, B. (2016). Learning from Research on Beginning Teachers. In J. Loughran & L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 487–552). Singapore: Springer.

Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006–1014. doi: 10.1016/j.tate.2009.10.043

Boerr Romero, I. (2011). Mentores y Noveles: Historias del Trayecto. Santiago de Chile: OEI-Santillana.

Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. En L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (1 ed., pp. 1-39). San Francisco, CA: Jossey-Bass.

Brindley, R., & Parker, A. (2010). Transitioning to the classroom: reflections of second‐career teachers during the induction year. Teachers and Teaching: Theory and Practice, 6(5), 577-594.

Cox, C., Beca, C. E., & Cerri, M. (2014). Docentes para una educación de calidad en América Latina: problemas y orientaciones políticas. En J. Díaz de la Torre (Ed.), Realidades y Prospectiva Educativa (pp. 41–92). México: SNTE.

Eisenschmidt, E. (2006). Kutseaasta kui algaja õpetaja toetusprogrammi rakendamine Eestis. Tallinn: TLÜ kirjastus. [Implementation of Induction Year for Novice Teachers in Estonia]. Dissertations on Social Sciences, 25. Tallinn: Tallinn University Press.

Jensen, B., Sandoval-Hernández, S. K., & González E. J. (2012). The Experience of New Teachers: Results from TALIS 2008, OECD Publishing, Paris. doi: 10.1787/9789264120952-en Jordell, K. Ø. (1985). Problems of beginning and more experienced teachers in Norway. Scandinavian Journal of Educational Research, 29(3), 105-121. doi: 10.1080/0031383850290301

Kelly, N., Reushle, S., Chakrabarty, S., & Kinnane, A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support. Australian Journal of Teacher Education, 39(4), 68–82. doi:10.14221/ajte.2014v39n4.6 Kemmis, S., Heikkinen, H. L., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154-164. doi: 10.1016/j.tate.2014.07.001

Korthagen, F. (2014). Promoting core reflection in teacher education: deepening professional growth. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies (Part A) (pp. 73–90). London: Emerald Group Publishing Limited.

Kuh, L. P. (2016). Teachers talking about teaching and school: collaboration and reflective practice via Critical Friends Groups. Teachers and Teaching: theory and practice, 22(3), 293-314. Recuperado de http://dx.doi.org/10.1080/13540602.2015.1058589

Marcelo, C. (2009). El profesorado principiante. Inserción a la docencia. Barcelona: Octaedro.

Marcelo, C., Parrilla Latas, A., Mingorance Díaz, P., Estebaranz García, A, Sánchez García, M. V., & Llinares Ciscar, S. (1991). El studio de caso en la formación del profesorado y la investigación didáctica. Sevilla: Universidad de Sevilla.

Nasser-Abu Alhija, F., & Fresko. B. (2010). Mentoring of new teachers: Correlates of activities and mentors' attitudes. Procedia Social and Behavioral Sciences, 2, 2497–2500. doi: 10.1016/j.sbspro.2010.03.360

Nicola, C., Novakowskia, J., Ghaleba, F., & Beairstob, S. (2010). Interweaving Pedagogies of Care and Inquiry: Tensions, dilemmas and possibilities. Studying Teacher Education, 6(3), 235–244. doi: 10.1080/17425964.2010.518494

OECD (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning, OECD Publishing, Paris. doi: 10.1787/9789264196261-en

Orland-Barak, L. (2006). Lost in Translation (perdidos en la traducción): tutores o mentores que aprenden a participar en discursos competitivos de la práctica educativa. Revista de Educación, 340, 187-212. Recuperado de http://www.revistaeducacion.mec.es/re340/re340_08.pdf

Orland-Barak, L. (2014). Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education. Teaching and Teacher Education, 44, 180–188. doi:10.1016/j.tate.2014.07.01

Orland-Barak, L., & Yinon, H. (2005). Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents. Oxford Review of Education, 31, 557–578. doi: 10.1080/03054980500355468

Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166–177. doi: 10.1016/j.tate.2013.07.012. Slaughter-Defoe, D., & English-Clarke, T. (2010). Mentoring in the Philadelphia GO-GIRL Program: Impact on Penn's Graduate School of Education Student Mentors. Educational Horizons, 89(1), 80-92. Recuperado de http://www.jstor.org/stable/42926946

Vaillant, D., & Marcelo, C. (2015). El ABC de la formación docente. Madrid: Narcea.

van Ginkel, G., Oolbekkink, H., Meijer, P. C., & Verloop, N. (2016). Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint. Teachers and Teaching, 22(2), 198–218. doi:10.1080/13540602.2015.1055438

Veenman, S. (1984) Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.

Yuan, R., & Lee, I. (2016). “I Need to be Strong and Competent”: A Narrative Inquiry of a Student Teacher’s Emotions and Identities in Teaching Practicum. Teachers and Teaching: Theory and Practice, 22(7), 819-841.

##submission.downloads##

Argitaratuta

2018-03-01