Percepciones de profesores novatos de inglés como segundo idioma sobre sus procesos de mentoría

• Rosas-Maldonado, Maritza ^[1] ; Vásquez Carrosa, Claudio ^[2] ; Martin, Annjeanette ^[3]
  1. [1] Universidad Andrés Bello

     Universidad Andrés Bello

     Santiago, Chile

     
  2. [2] Universidad Viña del Mar

     Universidad Viña del Mar

     Viña del Mar, Chile

     
  3. [3] Universidad de Los Andes

     Universidad de Los Andes

     Colombia

     

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• Localización: Educación: revista de la Universida de Costa Rica, ISSN 0379-7082, ISSN-e 2215-2644, Vol. 43, Nº. 2, 2019 (Ejemplar dedicado a: Revista Educación (julio-diciembre)), págs. 348-364
• Idioma: español
• DOI: 10.15517/revedu.v43i2.34178
• Títulos paralelos:
  • Novice EFL Teacher Perceptions on their Past Mentoring Experience
• Enlaces
  • Texto completo
• Resumen
  • español

    Este es un estudio de caso cualitativo que analiza las percepciones de tres profesores novatos del inglés con respecto a su experiencia como mentores en el contexto del aula. Se realizaron entrevistas semi-estructuradas para obtener la perspectiva general de los docentes y otros aspectos más específicos del proceso según el Modelo de cinco factores de mentoría de Hudson (2007). Según los hallazgos, los profesores percibieron los atributos personales del mentor como lo más relevante. Sin embargo, desde la perspectiva de los docentes, los mentores enfatizaron menos los requisitos escolares y la retroalimentación, aunque impactan el proceso de mentoría. Mediante este análisis de las percepciones de los profesores, se espera obtener mayor conocimiento para apoyar los programas universitarios de formación de futuros docentes del inglés como segundo idioma, y así, poder mejor abordar sus necesidades específicas durante su período de práctica.

  • English

    This qualitative case study examines the perceptions of three novice EFL teachers regarding their past mentoring experiences in school settings. Semi-structured interviews were conducted to elicit their overall  views as well as obtain insight to specific aspects of this process according to the Five Factor Model on Mentoring (Hudson, 2007). Findings indicate that the personal attributes of mentors were perceived as being most relevant. However, based on the perception of the teachers, aspects such as school requirements and feedback are not widely considered by their mentors despite the fact that these elements impact the mentoring process. It is expected that by analyzing teacher perceptions, more knowledge will be gained about future EFL student teacher preparation so that programs will be able to better address the specific needs of mentees during their practicum period.

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