Análisis del proceso de inducción en profesores recién egresados, en cinco escuelas municipales de la comuna de Concepción
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Archivos
Fecha
2012
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Dados los acontecimientos y resultados obtenidos en los últimos años, en
relación a la calidad de los aprendizajes en nuestro país, ha sido un permanente
cuestionamiento la calidad del desempeño docente, considerando que ellos son los
protagonistas de la enseñanza dentro del aula. Los resultados de la prueba Inicia,
dan cuenta déficit de competencias con que salen los profesores recién egresados de
las universidades (Ministerio de Educación, 2012), lo que dificulta de manera
significativa su proceso de adaptación al medio laboral docente, cayendo en
ocasiones, en desgano, poca motivación al mejoramiento posterior de sus tareas
pedagógicas o al aprendizaje de prácticas informales que resultan ser poco efectivas
para la resolución de desafíos de enseñanza en el aula. Por lo tanto, desde esta
investigación, el objetivo es conocer el sistema de inducción que utilizan las escuelas
Y, luego proponer un modelo que apoye en la incorporación de los docentes neófitos
que ingresan por primera vez a una institución ed�cativa. La revisión de la literatura
sobre las características de los métodos de induckión que usan las organizaciones
educativas, y la percepción que tiene·n los profesores neófitos, junto al equipo de
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gestión de cada establecimiento, permitió proponer un modelo de inducción para
profesores nuevos. Para ello, este estudio fue realizado con el método cualitativo de
carácter exploratorio descriptivo, bajo un diseño fenomenológico, orientado a conocer
sobre el tipo de inducción que utilizan cinco escuelas municipales de la comuna de
Concepción. La información fue recabada a través de una entrevista semi
estructurada individual, teniendo una duración total de investigación de 7 meses entre
el mes de Mayo y Noviembre del año 2012. Los principales resultados entregan
información relevante que puede ser proyectada a la realidad de otros
establecimientos de la región, en relación a la falta de un modelo de inducción formal
que facilite el proceso, siendo los tipos de apoyo informales los que adquieren mayor
valor al momento de que profesores neófitos reconocen las formas de adecuarse a la
tarea pedagógica y administrativa de los establecimientos educacionales que los
acogen como su primera fuente laboral.
On the basis of the events and results achieved in recent years in relation to the quality of learning in our country, the level of teaching performance of teachers has been a permanent questioning, due to the fact they are the teaching actors in the classroom. The results of the INICIA test account for the lack of teaching competences with which new teachers graduate from universities (INICIA, 2011), a fact that significantly hinders the process of adaptation to the educational work, sometimes falling in idleness, little motivation to further improve their teaching or learning tasks of informal practices that prove ineffective for resolving the challenges of classroom teaching. Therefore, from this research, the objective is to propose an induction model that may support the incorporation of neophyte teachers admitted for the first time in an educational institution. The review of the literature on the characteristics of the induction methods used by the educational organizations and the neophyte teachers' perceptions, together with the management team of each establishment, allowed us to propose a model of induction for new teachers. To this end, the study was performed using a qualitative method with a exploratory descriptive character, under aphenomenological design, oriented to know about the type of induction used by five municipal schools in Concepcion. The information was collected through a semi-structured individual interview, having a total duration of seven months of research between May and November, 2012. The main results provide relevant information that can be projected to the reality of other establishments in the region in relation to the lack of a formal induction model to facilitate the process, considering the types of informal support the ones which acquires greater value at the time the neophyte teachers recognize the ways to conform to the pedagogical and administrative task of educational institutions that host them as their first source of employment.
On the basis of the events and results achieved in recent years in relation to the quality of learning in our country, the level of teaching performance of teachers has been a permanent questioning, due to the fact they are the teaching actors in the classroom. The results of the INICIA test account for the lack of teaching competences with which new teachers graduate from universities (INICIA, 2011), a fact that significantly hinders the process of adaptation to the educational work, sometimes falling in idleness, little motivation to further improve their teaching or learning tasks of informal practices that prove ineffective for resolving the challenges of classroom teaching. Therefore, from this research, the objective is to propose an induction model that may support the incorporation of neophyte teachers admitted for the first time in an educational institution. The review of the literature on the characteristics of the induction methods used by the educational organizations and the neophyte teachers' perceptions, together with the management team of each establishment, allowed us to propose a model of induction for new teachers. To this end, the study was performed using a qualitative method with a exploratory descriptive character, under aphenomenological design, oriented to know about the type of induction used by five municipal schools in Concepcion. The information was collected through a semi-structured individual interview, having a total duration of seven months of research between May and November, 2012. The main results provide relevant information that can be projected to the reality of other establishments in the region in relation to the lack of a formal induction model to facilitate the process, considering the types of informal support the ones which acquires greater value at the time the neophyte teachers recognize the ways to conform to the pedagogical and administrative task of educational institutions that host them as their first source of employment.
Notas
Tesis (Magíster en Dirección y Liderazgo para la Gestión Educacional)
Palabras clave
Inducción de Personal, Evaluación, Profesores, Chile, Concepción