Abstract
This research seeks to deepen understanding of the mentoring practices used, in an initial phase of this process in Chile, to accompany, support and facilitate the professional insertion of novice teachers into their educational communities. The investigation is based on a qualitative and exploratory, descriptive-interpretative approach, that considers the study of four cases, consisting of four pairs of mentors and novice teachers. This strategy permitted a detailed and in-depth investigation of this type of accompaniment, which considered the characterization of the reflection and knowledge promoted as well the strategies used by the mentors during the mentoring process. The findings show the mediation of contextual and relational elements that are linked to the organization of the mentoring process. Likewise,  the study identifies the preeminence of certain thematic focuses, frameworks as well as knowledge and resources that the mentor uses during the accompaniment. This study aims to contribute to the National Induction System, which has recently emerged in Chile, by promoting recommendations that will help improve mentor training, strengthen the mentoring process, and generate guidelines and proposals for educational policy in this area.
Highlights
This research seeks to deepen understanding of the mentoring practices used, in an initial phase of this process in Chile, to accompany, support and facilitate the professional insertion of novice teachers into their educational communities
The investigation is based on a qualitative and exploratory, descriptive-interpretative approach, that considers the study of four cases, consisting of four pairs of mentors and novice teachers
This study aims to contribute to the National Induction System, which has recently emerged in Chile, by promoting recommendations that will help improve mentor training, strengthen the mentoring process, and generate guidelines and proposals for educational policy in this area
Summary
ANÁLISIS DE CUATRO CASOS CHILENOS AL INICIO DEL PROCESO - S. La formación de mentores, impartida por distintas universidades en convenio con el Cpeip, tiene como objetivo ofrecer experiencias que permitan fortalecer la interacción entre los profesores experimentados y principiantes, a partir de diálogos y reflexiones que tengan como foco el desarrollo de elementos pedagógicos, competencias comunicativas y análisis reflexivo de las propias prácticas. Si bien existen estudios recientes que profundizan en las creencias, conocimientos y prácticas de mentores de manera conjunta (Achinstein & Athanases, 2005; Athanases & Martin, 2006; Cochran-Smith, 2003; Orland-Barak, 2010), todavía se trata de investigaciones incipientes, que precisan ser enriquecidas a partir de los contextos particulares en que se desarrollan los programas de mentoría. Este estudio pretende caracterizar cómo se efectúa el proceso de mentoría —que se encuentra en su fase inicial— a partir de la consideración de los siguientes objetivos: i) analizar el proceso reflexivo que desarrollan mentores y profesores principiantes durante las sesiones de mentoría en su fase inicial, ii) identificar y analizar los marcos interpretativos y saberes que los mentores relevan y movilizan en las sesiones iniciales, y iii) describir las estrategias que utilizan los mentores para facilitar la inserción profesional de los docentes principiantes en sus respectivas comunidades educativas
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