Mentoría y prácticas en sala de clase: Percepciones de los practicantes
DOI:
https://doi.org/10.1590/1980531411398Palabras clave:
Formación de Profesores, Mentoría, Prácticas Pedagógicas, Pasante DocenteResumen
Esta investigación, realizada durante la etapa final de una licenciatura en una universidad de Quebec, analiza las percepciones de seis practicantes sobre las prácticas de mentoría de sus profesores supervisores y describe sus prácticas en sala de clase. Utilizando la teoría de la autodeterminación, las percepciones fueron examinadas mediante entrevistas semiestructuradas. En general, los resultados sugieren que los practicantes perciben que hay un apoyo adecuado de sus supervisores en lo que se refiere a la necesidad de pertenencia. En contrapartida, el apoyo que se percibe en el ámbito de la autonomía es más variable, mientras que el conectado a la necesidad de competencia parece más limitado. Asimismo, los pasantes evocan dificultades para desarrollar prácticas de apoyo a los alumnos. El estudio recomienda la adaptación de la mentoría ofrecida a los practicantes y fortalecer la formación práctica para satisfacer mejor las necesidades de los alumnos.
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Derechos de autor 2025 Pierre-Olivier Hudon , Josée-Anne Gouin
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