Percepciones de asesores de docentes en formación sobre su tarea y su preparación para el acompañamiento en Chile
DOI:
https://doi.org/10.17533/udea.ikala.353683Palabras clave:
asesores de práctica, prácticas pedagógicas, formación inicial del profesorado, ELT, expectativas y experienciasResumen
El estudio de las prácticas pedagógicas ha cobrado gran importancia a nivel mundial en las últimas décadas. En Chile, muchos investigadores han intentado profundizar en esta realidad; sin embargo, poco se sabe acerca de las experiencias de los asesores de práctica cuando orientan a profesores en formación de pedagogía en inglés. Siguiendo el paradigma cualitativo, este estudio exploratorio descriptivo pretende indagar en las perspectivas y expectativas que tienen los asesores de docentes en formación respecto de sus roles claves como asesores en la formación inicial. Se entrevistó a siete profesores de inglés con experiencia como asesores. Se realizaron una entrevista en grupo y cuatro entrevistas individuales a profesores de inglés a cargo de los futuros profesores en prácticas. Se empleó un análisis temático para analizar los datos. Se debatieron cuestiones relacionadas con las múltiples funciones de los asesores de práctica, así como la relación que establecen con sus estudiantes, la universidad y los centros educativos donde desempeñan las prácticas. Las principales conclusiones de este estudio sugieren que los asesores de docentes en formación esperaban directrices claras de las universidades y el gobierno para orientar mejor a los futuros profesores. Además, esperaban implicarse más en la formación de los docentes en prácticas para contribuir a sus aulas. Las implicaciones arrojan luz sobre la necesidad de incorporar las voces de los asesores de práctica de los docentes en formación en futuros estudios de investigación relativos a las prácticas pedagógicas en ELT en Chile.
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