Tutoría y Reciprocidad como Marcos para Construir la Identidad y el Desempeño de los Docentes
Resumen
Este estudio exploró la influencia recíproca de la mentoría en la formación de la identidad docente durante una práctica para profesores en formación de un programa de educación bilingüe ofertado por una universidad privada de Bogotá, Colombia. Se examinó cómo la mentoría moldea el desempeño y la identidad de los maestros en formación, a la vez que se analizó cómo el desempeño de estos maestros influye en la práctica profesional de los tutores. La investigación empleó un estudio de caso cualitativo, basado en datos recogidos por medio de notas de campo, artefactos y cuestionarios diligenciados por un maestro en formación como actividades del componente reflexivo durante 18 sesiones de un curso intensivo de inglés. Los resultados ponen de relieve la importancia de la colaboración entre mentores y alumnos en el desarrollo conjunto de la identidad docente y la mejora de las prácticas de enseñanza. Así mismo, este estudio subraya el valor de crear entornos de aprendizaje recíproco en los que mentores y alumnos puedan crecer profesionalmente juntos, enriqueciendo así las prácticas docentes y contribuyendo a los debates en curso sobre la formación del profesorado.
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Derechos de autor 2024 Daniel Rojas Rodríguez , Ingrid Rodríguez
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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