PRÁCTICAS DE MENTORÍA PARA LA INDUCCIÓN DE DOCENTES PRINCIPIANTES: ANÁLISIS DE CUATRO CASOS CHILENOS AL INICIO DEL PROCESO.
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| Title: | PRÁCTICAS DE MENTORÍA PARA LA INDUCCIÓN DE DOCENTES PRINCIPIANTES: ANÁLISIS DE CUATRO CASOS CHILENOS AL INICIO DEL PROCESO. |
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| Alternate Title: | MENTORING PRACTICES FOR THE INSERTION OF NEW TEACHERS: ANALYSIS OF FOUR CHILEAN CASES AT THE BEGINNING OF THE PROCESS. |
| Authors: | Gorichon, Solange1 sgoricho@uahurtado.cl, Salas, Macarena2 msalas1@uc.cl, José Araos, María3 mariajose.araosn@gmail.com, Yáñez, Mariluz1 myanez@uahurtado.cl, Rojas-Murphy, Andrés4 andres.rojasmurphy@uchile.cl, Jara-Chandía, Geraldine5 geraldine.jara@uss.cl |
| Source: | Calidad en la Educación. jul2020, Issue 52, p12-48. 37p. |
| Subject Terms: | *Beginning teachers, *Master teachers, *Education policy, *Mentoring in education, *Mentors, *Mediation, Mentoring |
| Geographic Terms: | Chile |
| Abstract (English): | This research seeks to deepen understanding of the mentoring practices used, in an initial phase of this process in Chile, to accompany, support and facilitate the professional insertion of novice teachers into their educational communities. The investigation is based on a qualitative and exploratory, descriptive-interpretative approach, that considers the study of four cases, consisting of four pairs of mentors and novice teachers. This strategy permitted a detailed and in-depth investigation of this type of accompaniment, which considered the characterization of the reflection and knowledge promoted as well the strategies used by the mentors during the mentoring process. The findings show the mediation of contextual and relational elements that are linked to the organization of the mentoring process. Likewise, the study identifies the preeminence of certain thematic focuses, frameworks as well as knowledge and resources that the mentor uses during the accompaniment. This study aims to contribute to the National Induction System, which has recently emerged in Chile, by promoting recommendations that will help improve mentor training, strengthen the mentoring process, and generate guidelines and proposals for educational policy in this area. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La presente investigación busca profundizar en las prácticas de mentoría que se utilizan, en una fase inicial de este proceso en Chile, para acompañar, apoyar y facilitar la inserción profesional de docentes principiantes en sus respectivas comunidades educativas. Se propone un enfoque cualitativo, de carácter exploratorio y descriptivo interpretativo, que considera el estudio de cuatro casos, conformados por cuatro duplas de mentores y principiantes, con el fin de realizar una indagación detallada y profunda de este acompañamiento docente. Para esto se caracterizan las reflexiones que se promueven, los saberes que se movilizan y las estrategias que utilizan los docentes mentores durante el proceso de mentoría. Los hallazgos evidencian la mediación de elementos contextuales y relacionales vinculados con la organización del proceso de mentoría. Asimismo, se identifica la preeminencia de focos temáticos sobre los cuales se conversa y algunos marcos interpretativos, saberes y recursos que moviliza el mentor durante el acompañamiento. Este estudio pretende contribuir al Sistema Nacional de Inducción, que emerge recientemente en Chile, con la generación de recomendaciones que contribuyan a mejorar la formación de mentores, a fortalecer el proceso de mentoría y a generar orientaciones y propuestas para la política educativa en esta área. [ABSTRACT FROM AUTHOR] |
| Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 144914338 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PRÁCTICAS DE MENTORÍA PARA LA INDUCCIÓN DE DOCENTES PRINCIPIANTES: ANÁLISIS DE CUATRO CASOS CHILENOS AL INICIO DEL PROCESO. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: MENTORING PRACTICES FOR THE INSERTION OF NEW TEACHERS: ANALYSIS OF FOUR CHILEAN CASES AT THE BEGINNING OF THE PROCESS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gorichon%2C+Solange%22">Gorichon, Solange</searchLink><relatesTo>1</relatesTo><i> sgoricho@uahurtado.cl</i><br /><searchLink fieldCode="AR" term="%22Salas%2C+Macarena%22">Salas, Macarena</searchLink><relatesTo>2</relatesTo><i> msalas1@uc.cl</i><br /><searchLink fieldCode="AR" term="%22José+Araos%2C+María%22">José Araos, María</searchLink><relatesTo>3</relatesTo><i> mariajose.araosn@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Yáñez%2C+Mariluz%22">Yáñez, Mariluz</searchLink><relatesTo>1</relatesTo><i> myanez@uahurtado.cl</i><br /><searchLink fieldCode="AR" term="%22Rojas-Murphy%2C+Andrés%22">Rojas-Murphy, Andrés</searchLink><relatesTo>4</relatesTo><i> andres.rojasmurphy@uchile.cl</i><br /><searchLink fieldCode="AR" term="%22Jara-Chandía%2C+Geraldine%22">Jara-Chandía, Geraldine</searchLink><relatesTo>5</relatesTo><i> geraldine.jara@uss.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Calidad+en+la+Educación%22">Calidad en la Educación</searchLink>. jul2020, Issue 52, p12-48. 37p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br />*<searchLink fieldCode="DE" term="%22Mediation%22">Mediation</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This research seeks to deepen understanding of the mentoring practices used, in an initial phase of this process in Chile, to accompany, support and facilitate the professional insertion of novice teachers into their educational communities. The investigation is based on a qualitative and exploratory, descriptive-interpretative approach, that considers the study of four cases, consisting of four pairs of mentors and novice teachers. This strategy permitted a detailed and in-depth investigation of this type of accompaniment, which considered the characterization of the reflection and knowledge promoted as well the strategies used by the mentors during the mentoring process. The findings show the mediation of contextual and relational elements that are linked to the organization of the mentoring process. Likewise, the study identifies the preeminence of certain thematic focuses, frameworks as well as knowledge and resources that the mentor uses during the accompaniment. This study aims to contribute to the National Induction System, which has recently emerged in Chile, by promoting recommendations that will help improve mentor training, strengthen the mentoring process, and generate guidelines and proposals for educational policy in this area. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La presente investigación busca profundizar en las prácticas de mentoría que se utilizan, en una fase inicial de este proceso en Chile, para acompañar, apoyar y facilitar la inserción profesional de docentes principiantes en sus respectivas comunidades educativas. Se propone un enfoque cualitativo, de carácter exploratorio y descriptivo interpretativo, que considera el estudio de cuatro casos, conformados por cuatro duplas de mentores y principiantes, con el fin de realizar una indagación detallada y profunda de este acompañamiento docente. Para esto se caracterizan las reflexiones que se promueven, los saberes que se movilizan y las estrategias que utilizan los docentes mentores durante el proceso de mentoría. Los hallazgos evidencian la mediación de elementos contextuales y relacionales vinculados con la organización del proceso de mentoría. Asimismo, se identifica la preeminencia de focos temáticos sobre los cuales se conversa y algunos marcos interpretativos, saberes y recursos que moviliza el mentor durante el acompañamiento. Este estudio pretende contribuir al Sistema Nacional de Inducción, que emerge recientemente en Chile, con la generación de recomendaciones que contribuyan a mejorar la formación de mentores, a fortalecer el proceso de mentoría y a generar orientaciones y propuestas para la política educativa en esta área. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.31619/caledu.n52.824 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 37 StartPage: 12 Subjects: – SubjectFull: Beginning teachers Type: general – SubjectFull: Master teachers Type: general – SubjectFull: Education policy Type: general – SubjectFull: Mentoring in education Type: general – SubjectFull: Mentors Type: general – SubjectFull: Mediation Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Chile Type: general Titles: – TitleFull: PRÁCTICAS DE MENTORÍA PARA LA INDUCCIÓN DE DOCENTES PRINCIPIANTES: ANÁLISIS DE CUATRO CASOS CHILENOS AL INICIO DEL PROCESO. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gorichon, Solange – PersonEntity: Name: NameFull: Salas, Macarena – PersonEntity: Name: NameFull: José Araos, María – PersonEntity: Name: NameFull: Yáñez, Mariluz – PersonEntity: Name: NameFull: Rojas-Murphy, Andrés – PersonEntity: Name: NameFull: Jara-Chandía, Geraldine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 07174004 Numbering: – Type: issue Value: 52 Titles: – TitleFull: Calidad en la Educación Type: main |
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