Inducción y desarrollo profesional de docentes: desafíos y posibilidades
DOI:
https://doi.org/10.14244/198271996601Palabras clave:
Inducción, Formación docente, Desarrollo profesional.Resumen
En este texto analizamos la inducción docente a partir de la literatura existente en este campo discutiendo su contribución al desarrollo profesional. Reconociendo la especificidad de esta etapa formativa, se analizan cuatro temas principales: los desafíos y dificultades de los docentes principiantes; el proceso de socialización profesional, la (trans)formación de la identidad profesional y el desarrollo de programas de apoyo y orientación. Analizamos, en particular, las cuestiones de relevancia y efectividad de los programas de inducción y discutimos sobre la necesidad de volver a centrar la atención en la inducción profesional a nivel de desarrollo de políticas, pero también a nivel de la práctica y de la investigación. Más específicamente, reflexionamos sobre la inducción como prioridad política; la inducción desde la perspectiva del desarrollo profesional, el papel del mentor y la agencia del profesor novel. Sostenemos que el desarrollo de programas de inducción eficaces y relevantes debe ir más allá de la perspectiva de la discapacidad que requiere que los nuevos docentes reciban estrategias de sobrevivencia. Sugerimos que la inducción proporcione un espacio y tiempo para construir conocimiento profesional, valorando la contribución de los docentes noveles a la escuela y promoviendo una cultura profesional colaborativa, ya que puede promover el desarrollo profesional tanto de los principiantes como de los mentores.
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