Analyze and comprehend the perceptions of four EFL pre-service teachers from Universidad Andres Bello regarding their mentoring experience at the final practicum
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Archivos
Fecha
2017
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
Esta investigación cualitativa fue realizada a cuatro alumnos en práctica del
programa de pedagogía en Inglés de la Universidad Nacional Andrés Bello, Chile.
El principal propósito de este estudio fue analizar y comprender sus percepciones
de acuerdo a su experiencia acerca de la mentoría de su práctica final. Este
estudio también tiene como intención descubrir las percepciones de los futuros
docentes con respecto a la relación mentor-practicante. Además, identificar las
percepciones que tienen estos alumnos de acuerdo al conocimiento pedagógico
de su mentor, y finalmente, identificar las áreas o elementos principales
encontrados en el conocimiento pedagógico de cada mentor planteado por
Hudson (2012) las cuales fueron, planificación, conocimiento de contenidos,
evaluación y manejo del aula. Cuatro entrevistas semi-estructuradas fueron
realizadas a los participantes. Las transcripciones de estas entrevistas fueron
analizadas y codificadas temáticamente. Los resultados principales demostraron
que, en términos generales, los alumnos en práctica sintieron que tenían una
relación positiva con sus mentores debido a que se sintieron cómodos y apoyados
durante la última práctica. Además, fue mencionado que fue una relación
enriquecedora en donde ambos mentor y practicante pudieron aprender en
conjunto. Sin embargo, todos los participantes concordaron en el hecho de que
sus mentores tienen un conocimiento pedagógico limitado, ya que ellos no
manejaban las distintas áreas en las que este estudio se basa mencionadas
anteriormente. Sumado a lo anterior, de acuerdo a los participantes, los elementos
de conocimiento pedagógico han tenido importancia en sus prácticas presentes.
This qualitative study focused on four pre-service teachers in preparation from the English Teaching Program at Universidad Nacional Andrés Bello, Chile. The main purpose of this study was to analyse and comprehend their perceptions regarding their mentoring experience in their final teaching practicum. In order to do this study, it was intended to discover the EFL pre-service teachers’ perceptions regarding their mentor-mentee relationship. Also, to identify their perceptions regarding their mentor's´ pedagogical knowledge, and finally, to identify the main areas or elements within their mentor's pedagogical knowledge which were planning, content knowledge, assessment and classroom management (Hudson, 2012). Semi structured interviews were conducted to the participants. The transcripts of these interviews were analyzed and coded by means of thematic analysis. The main findings showed that, in general terms, the mentees felt they had a positive relationship with their mentors since they felt comfortable and supported during their last practicum. Also, it was mentioned that it was an enriching relationship in which both the mentor and the mentee could learn from each other. However, all of the participants agreed on the fact that their mentors had a limited pedagogical knowledge since they did not manage all the areas in which the study was focused on which were previously mentioned. In addition, as commented by the participants, these were elements which had importance on these teachers’ current practice.
This qualitative study focused on four pre-service teachers in preparation from the English Teaching Program at Universidad Nacional Andrés Bello, Chile. The main purpose of this study was to analyse and comprehend their perceptions regarding their mentoring experience in their final teaching practicum. In order to do this study, it was intended to discover the EFL pre-service teachers’ perceptions regarding their mentor-mentee relationship. Also, to identify their perceptions regarding their mentor's´ pedagogical knowledge, and finally, to identify the main areas or elements within their mentor's pedagogical knowledge which were planning, content knowledge, assessment and classroom management (Hudson, 2012). Semi structured interviews were conducted to the participants. The transcripts of these interviews were analyzed and coded by means of thematic analysis. The main findings showed that, in general terms, the mentees felt they had a positive relationship with their mentors since they felt comfortable and supported during their last practicum. Also, it was mentioned that it was an enriching relationship in which both the mentor and the mentee could learn from each other. However, all of the participants agreed on the fact that their mentors had a limited pedagogical knowledge since they did not manage all the areas in which the study was focused on which were previously mentioned. In addition, as commented by the participants, these were elements which had importance on these teachers’ current practice.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media, Licenciado en Educación)
Palabras clave
Profesores de Inglés, Tutorías en Educación, Práctica Profesional, Formación Profesional