Understanding the effects of mentoring on pre-service teachers' migratory process from universities to schools
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Archivos
Fecha
2016
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio tiene como objetivo describir los efectos de la mentoría en el proceso migratorio de practicantes desde la universidad a las escuelas, a través del análisis de experiencias y de las diferentes características presentadas por Hudson (2007). Además, se pretende determinar aquellos elementos más mencionados por los profesores practicantes para determinar una posible interconexión entre las percepciones de los participantes y los factores propuestos por Hudson. Entrevistas semi estructuradas fueron hechas a tres profesores practicantes de la misma universidad. Las transcripciones de aquellas entrevistas fueron analizadas y codificadas a través del análisis temático. Los hallazgos principales de esta investigación demostraron que los profesores practicantes valoraron ampliamente los elementos propuestos por Hudson: atributos personales, conocimiento pedagógico, requerimientos del sistema, modelamiento y feedback. Adicionalmente, tal como lo comentaron los participantes, estos fueron elementos que tuvieron grandes efectos en su actual práctica docente.
This study aims to describe the effects of mentoring on the migratory process of pre-service teachers from universities to school through the analysis of their experiences and the fivefactor model proposed by Hudson (2007). The study also intends to determine those elements most mentioned by the pre-service teachers to determine a possible interconnection between the participants’ perceptions on mentoring and Hudson’s proposed factors. Semi-structured interviews were conducted with three pre-service teachers from the same university. The transcripts of these interviews were analyzed and coded by means of thematic analysis. Main findings showed that the pre-service teachers highly valued most of the elements proposed by Hudson: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. In addition, as commented by the participants, these were elements which had great effects on these teachers’ current practice.
This study aims to describe the effects of mentoring on the migratory process of pre-service teachers from universities to school through the analysis of their experiences and the fivefactor model proposed by Hudson (2007). The study also intends to determine those elements most mentioned by the pre-service teachers to determine a possible interconnection between the participants’ perceptions on mentoring and Hudson’s proposed factors. Semi-structured interviews were conducted with three pre-service teachers from the same university. The transcripts of these interviews were analyzed and coded by means of thematic analysis. Main findings showed that the pre-service teachers highly valued most of the elements proposed by Hudson: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. In addition, as commented by the participants, these were elements which had great effects on these teachers’ current practice.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Profesores, Migración, Actitudes, Profesores de Educación Superior, Investigaciones, Mentoring