Estudio sobre estrategias de inserción profesional en Europa
DOI:
https://doi.org/10.35362/rie1901056Palavras-chave:
formación del profesorado, iniciación profesionalResumo
La formación del profesorado va configurándose progresivamente como un ámbito imprescindible para el desarrollo y la mejora de los sistemas educativos. Cada vez se están haciendo esfuerzos más serios de preparación inicial y de formación permanente del profesorado. Sin embargo, existe un período muy importante en la vida del docente que en la actualidad está desatendido en los países de habla hispana o portuguesa. Es el período de iniciación profesional, son los primeros años de docencia en los cuales los profesores enseñan, pero también aprenden. En este artículo efectuamos una amplia revisión de las investigaciones llevadas a cabo para determinar las características de este período, como de los problemas y las circunstancias que afectan a los profesores principiantes. En segundo lugar, analizamos qué se puede hacer para afrontar esta realidad. Presentamos y comentamos también las características de los programas de iniciación profesional en diferentes países, destacando sus componentes y haciendo especial mención a la figura del mentor.
Downloads
Referências
ATKINSON, P. y DELAMONT, S: «Socialization into teaching: the research which lost its way». En: British Journal of Sociology of Education, vol. 6, (3), pp. 307-322, 1985.
BEREITER, C. y SCARDAMALIA, M.: «Educational relevance of the study of expertise». En: Interchange, vol. 17 (2), pp. 10-19, 1986.
BERLINER, D.: «In Pursuit of the Expert Pedagogue». En: Educational Researcher, vol. 15, (7), pp. 5-13, 1986.
BEY, T. y HOLMES, C.: Mentoring. Contemporary Principles and Issues, Reston, Association of Teacher Educators, 1992.
BOICE, R.: «Mentoring New Faculty: A Program for Implementation». En: Journal of Staff, Program, and Organizational Development, vol. 8, (3), pp.143-160, 1990.
BOLAM, R.: «Induction of beginning teachers». En: Dunkin, M. (ed.). Encyclopaedia of Teaching and Teacher Education. New York: Pergamon, 1987, pp. 745-757.
BOLAM, R.: «Teacher Recruitment and Induction». En: L. Anderson (ed.) International Encyclopaedia of Teaching and Teacher Education, Oxford, Pergamon, pp. 612-615, 1995.
BOLAM, R. et al.: «The Induction of New Qualified Teachers in Schools: where next?». En: British Journal of In-Service Education, vol. 21, (3), 1995.
BORKO, H.: «Clinical Teacher Education: The Induction Years». En: J. Hofman y S. Edwards (eds.). Reality and Reform in Clinical Teacher Education, New York, Random House, pp. 45-64, 1986.
BROWN, J.G. y WAMBACH C.: Using mentors to increase new teacher retention: The mentor teacher induction project, ERIC ED 280.816, 1987.
BUCHBERGER, F. «Teacher education in Europe –diversity versus uniformity». En: M. Galton y B. Moon (eds.). Handbook of Teacher Training in Europe, London, David Fulton, pp. 14-50, 1994.
BURDEN, P.R.: «Teacher Development». En: Houston, W.R. (ed.). Handbook of Research on Teacher Education, New York, MacMillan Publishing Company, pp. 311-328, 1990.
CALDERHEAD, J.: «Induction: a research perspective on the professional grouth of the newly qualified teacher». En: J. Calderhead y J. Lambert (eds.). The Induction of Newly Appointed Teachers, London, General Teaching Council, 1992.
CARTER, K. y RICHARDSON, V. A.: «Curriculum for an Initial-Year-of-Teaching Program». En: The Elementary School Journal vol. 89, (4), pp. 405-420, 1989.
CLARK, S. y CORCORAN, M.: «Perspectives on the professional socialization of women Faculty». En: Journal of Higher Education, vol. 57, (1), pp. 20-43, 1986.
DAY, C.: «In-Service Teacher Education in Europe: conditions and themes for development in the 21st century». En: British Journal of In-Service Education, vol. 23, (1), 1997.
DUNKIN, M.: «The induction of academic staff to a university: process and product». En: Higher Education, vol. 20, pp. 47-66, 1990.
DUNNE, E. y BENNETT, N.: «Mentoring Process in School-based Training». En: British Educational Research Journal, vol. 23, (2), 1997.
ELLIOTT, P. y CALDERHEARD, J.: «Mentoring for Teacher Development». En: T. Kerry y A. Mayes (eds.). Issues in Mentoring, London, Open University, pp. 35-55, 1995.
ESTEVE ZARAZAGA, J.: La formación inicial de los profesores de secundaria, Barcelona, Ariel, 1997.
ESTEVE, J.M., FRANCO, S. y VERA, J. Los profesores ante el cambio social, Barcelona, Anthropos, 1995.
FINK, L. Dee: «First Year on the Faculty: Being There». En: Journal of Geography in Higher Education, vol. 8, (1), pp. 11-25, 1984.
FINK, L. Dee (1985): «First Year on the Faculty: The Quality of Their Teaching». En: Journal of Geography in Higher Education, vol. 9, (2), 1985.
FRANKE, A. y DAHLGREN, L.: «Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education». En: Teaching and Teacher Education, vol. 12, (6), pp. 627-641, 1996.
FULLAN, M.: «Implementing the implementation plan». En: M. Wideen e I. Andrews (eds.). Staff Development for School Improvement, London, Falmer Press, pp. 213-222, 1987.
FURTWENGLER, C.: «Beginning Teachers Programs: Analysis of State Actions During the Reform Era». En: Education Policy Analysis Archives, vol. 3, nº 3, 1995.
GALVEZ-HJORNEVIK, C.: «Mentoring among teachers: A review of the literature». En: Journal of Teacher Education, vol. 37, (1), pp. 6-11, 1986.
GEVA-MAY, I. y DORI, Y.: «Analysis of and Induction Model». En: British Journal of Inservice Education, vol. 22, nº 3, 1996.
GIBBS, G., GOLD, J. y JENKINS, A.: «Fending for yourself: Becoming a teacher of geography in higher education». En: Journal of Geography in Higher Education, vol. 11 (1), pp. 11-26, 1987.
GOLD, Y.: «Psychological Support for Mentors and Beginning Teachers: A Critical Dimension». En: Bey, T. y Holmes, C. Mentoring: Contemporary Principles and Issues, Reston, Association of Teacher Educators, pp. 25-34, 1992.
GOLD, Y.: «Beginning teacher support. Attrition, mentoring and induction». En: J. Sikula, T. Buttery y E. Guyton (eds.). Handbook of Research on Teacher Education. Second Edition, New York, Macmillan, pp. 548-594, 1997.
GOUGH, B. y JAMES, D.: Planning professional training days. Milton Keynes, Open University, 1990.
HEAD, F., REIMAN, A. y THIES-SPRINTHALL, L.: «The reality of mentoring: Complexity in its process and function». Bey, T. y Holmes, C. Mentoring. Contemporary Principles and Issues, Reston, Association of Teacher Educators, pp. 5-24, 1992.
HUBERMAN, M.: The lives of teachers, London, Cassell, 1992.
HULING-AUSTIN, L.: «Teacher Induction Programs and Internships». En: R. Houston (ed.). Handbook of Research on Teacher Education, New York, Macmillan, pp. 535-548, 1990.
HULING-AUSTIN, L.: «Research on Learning to Teach: Implication for Teacher Induction and Mentoring Programs». En: Journal of Teacher Education, vol. 43 (3), pp. 173-180, 1992.
JOHNSTON, J. y RYAN, K.: «Research on the Beginning Teacher: Implications for Teacher Education». En: K. Howey y W. Gardner (eds.). The Education of Teachers, New York, Longman, 1983.
JONES, K. y STAMMERS, P.: «The Early Years of the Teacher’s Career: Induction into the Profession». En: H. Tomlinson (ed.). Managing Continuing Professional Development in Schools, London, Paul Chapman, pp. 79-90, 1996.
KATZ, L. G. y RATHS, J. D.: A framework for research on teacher education programs. Paper presented at the annual meeting of the American Educational Research Association, Chicago, 1985.
KINDER, K. y EARLY, P.: «Key issues emerging from an NFER study of NQT’s». En: T. Kerry y A. Mayes (eds.). Issues in Mentoring, London, Open University, pp. 164-170, 1995.
KUZMIC, J.: «A beginning teacher’s search for meaning: teacher socialization, organizational literacy, and empowerment». En: Teaching and Teacher Education, vol. 10, (1), pp. 15-27, 1994.
LACEY, C.: The Socialization of Teachers, London, Methuen and Co., 1997.
LEINHARDT, G.: «Situated Knowledge and Expertise in Teaching». En: J. Calderhead (ed.). Teachers’ Professional Learning, London, Falmer Press, pp. 146-168, 1998.
LITTLE, J.: Assessing the prospects for teacher leadership. Paper presented at the annual meeting of the American Educational Research Association, Washington, 1987.
LITTLE, J. W.: «The Mentor Phenomenon and Social Organization of Teaching». En: C. Cazden (ed.). Review of Research in Education, vol. 16, Washington, AERA, pp. 297-351, 1990.
MAANEN, J. van y SCHEIN, E.: «Toward a Theory of Organizational Socialization». En: Research in Organizational Behavior, vol. 1, pp. 209-264, 1979.
MAGER, G. y MYERS, B.: «If First Impressions Count: New Professors’ Insights and Problems». En: Peabody Journal of Education, V. 59, (2), pp. 100-106, 1982.
MARCELO GARCÍA, C.: El primer año de enseñanza, Sevilla, Grupo de Investigación Didáctica, 1990.
MARCELO GARCÍA, C.: Aprender a enseñar. Un estudio sobre el proceso de socialización de profesores principiantes, Madrid, CIDE, 1991.
MARCELO GARCÍA, C., y otros: El estudio de caso en la formación de profesorado y la investigación didáctica, Sevilla, Servicio de Publicaciones de la Universidad, 1991.
MARCELO GARCIA, C., SÁNCHEZ MORENO, M. y MAYOR RUIZ, C.: «El conocimiento de casos en el discurso de los profesores principiantes». En: Qurriculum, 10-11, pp. 135-154, 1995.
MARCELO GARCÍA, C.: «Constantes y desafíos actuales de la profesión docente». En: Revista de Educación, nº 306, pp. 205-243, 1995.
MARCELO GARCÍA, C.: «Professional development of beginning teachers», presentada a la European Conference on Educational Research, 14-17 septiembre, Bath, 1995.
MARCELO GARCÍA, C.: Formación del Profesorado para el Cambio Educativo, Barcelona, Ediciones Universidad de Barcelona, 1995.
MARCELO GARCÍA, C.: Desarrollo Profesional e Iniciación a la Enseñanza, Barcelona, PPU, 1995.
MARCELO GARCÍA, C. y LÓPEZ YÁÑEZ, J. (coords): Asesoramiento curricular y organizativo en educación, Barcelona, Ariel, 1997.
MARTIN, S. (1996): «Support and Challenge: conflicting or complementary aspects of mentoring novice teachers?» En: Teachers and Teaching, vol. 2, (1), pp. 41-56, 1996.
MAYNARD, T. y FURLONG, J.: «Learning to teach and models of mentoring». En: T. Kerry y A. Mayes (eds.). Issues in Mentoring, London, Open University, pp. 10-24, 1995.
McALPINE, L. y CRAGO, M.: «The induction year experience in a cross-cultural setting». En: Teaching and Teacher Education, vol. 11, (4), pp. 403-415, 1995.
MEDLEY, D., ROSENBLUM, E. y VANCE, N.: «Assessing the Functional Knowledge of Participants in the Virginia Beginning Teacher Assistance Program». En: The Elementary School Journal, vol. 89, (4), 1989.
MERRIAM, S., THOMAS, T. y ZEPH, C.: «Mentoring in Higher Education: What We Know Now». En: The Review of Higher Education, vol. 11, (2), pp.199-210, 1987.
MERSETH, K.: «Supporting Beginning Teachers with Computer Networks». En: Journal of Teacher Education, vol. 42, (2), pp.140-147, 1991.
MINGORANCE, P., MAYOR, C. y MARCELO, C.: Aprender a enseñar en la Universidad, Sevilla, Grupo de Investigación Didáctica, 1993.
MONTERO, A. y otros: «Consideraciones para el diseño de un programa de formación: profesores principiantes». En: C. Marcelo y P. Mingorance (eds.). Pensamiento del Profesor y Desarrollo Profesional II, Sevilla, Grupo de Investigación Didáctica, pp. 183-190, 1992.
MORAL, C.: Formación para la profesión docente, Granada, FORCE, 1998.
MOSKOWITZ, J. y KENNEDY, S.: «Teacher Induction in an Era of Educational Reform: The Case of New Zealand». En: From Students of Teaching to Teachers of Students: Teacher Induction Around the Pacific Rim, URL, 1997.
MOSKOWITZ, J. y WHITMORE, W.: «Strangers in Their Own Country: Teachers in the Northern Territory of Australia». En: From Students of Teaching to Teachers of Students: Teacher Induction Around thePacific Rim, URL, 1997.
NOHARA, D.: «‘The Training Year’: Teacher Induction in Japan». En: From Students of Teaching to Teachers of Students: Teacher Induction Around the Pacific Rim, URL: 1997.
PENNY, A., HARLEY, K. y JESSOP, T.: «Towards a Language of Possibility: critical reflection and mentorship in initial teacher education». En: Teachers and Teaching, vol. 2, (1), pp. 57-69, 1996.
PINTRICH, P.: «Implications of Psychological Research on Student Learning and College Teaching for Teacher Education». En: R. Houston (ed.). Handbook of Research on teacher Education, New York, Macmillan, pp. 826-857, 1990.
RHOADS, R.: A Cultural View of Faculty Socialization: Reconceptualizing Socialization/Difference, Paper presented at AERA, 1993.
RICH, S.J.: «Teacher Support Groups: Providing a Forum for Professional Development». En: Journal of Staff Development, vol. 13, (3), pp. 32-35, 1992.
SÁNCHEZ MORENO, M.: Supervisión Clínica como estrategia de formación de profesores principiantes y mentores, Sevilla, Facultad de Filosofía y Ciencias de la Educación, Tesis Doctoral, 1993.
SARDO-BROWN, D.: «A longitudinal study of secondary teachers planning year two». En: Teaching and Teacher Education, vol. 12, (5), pp. 519-530, 1996.
SHAW, R. Teacher training in secondary schools, London, Kogan Page, 1992.
SCHEMPP, P., SPARKES, A. y TEMPLIN, T.: «The Micropolitics of Teacher Induction». En: American Educational Research Journal, vol. 30, (3), pp. 447-472, 1993.
SCHLECHTY, P. y WHITFORD, B.: «Systemic Perspectives on Beginning Teacher Programs». En: The Elementary School Journal, vol. 89, (4), pp.441-450, 1989.
SCHMIDT, M. y KNOWLES, G.: «Four women’s stories of ‘failure’ as beginning teachers». En: Teaching and Teacher Education, vol. 11, (5), pp. 429-444, 1995.
STROBLE, E. y COOPER, J.: «Mentor Teachers»: Coaches or Referees?». En: Theory into Practice, Summer, pp. 231-236, 1998.
TICKLE, L.: The Induction of New Teachers. Reflective Professional Practice, London, Cassell, 1994.
TISHER, R.: «Teacher induction: An international perspective on provisions and research». En: L. Katz y J. Raths (eds.). Advances in Teacher Education, Norwood, Ablex, pp. 113-124, 1984.
TODESCHINI, M.: European Journal of Teacher Education, vol. 17, (2), pp. 89-94, 1994.
TURNER, J. y BOICE, R.: «Experiences of New Faculty». En: The Journal of Staff, Program and Organization Development, vol. 7, (2), pp.51-57, 1989.
VALLI, L.: «Beginning teacher problems: Areas for Teacher Education Improvement.» En: Action in Teacher Education, vol. XIV, (1), pp. 18-25, 1992.
VEENMAN, S.: «Perceived Problems of Beginning Teachers». En: Review of Educational Research, vol. 54, (2), pp. 143-178, 1984.
VEENMAN, S.: «El proceso de llegar a ser profesor: un análisis de la formación inicial». En: A. Villa (coord.). Perspectivas y problemas de la función docente, Madrid, Narcea, pp. 39-68, 1988.
VONK, J.H.C.: «Problems of the beginning teachers». En: European Journal of Teacher Education, vol. 6, (2), pp. 133-150, 1983.
VONK, J.H.C.: Mentoring beginning teachers: Development of a knowledge base for mentor, American Educational Research Association, 1993.
VONK, J.: «Teacher Induction: The great omission in education». En: M. Galton y B. Moon (eds.). Handbook of Teacher Training in Europe, London, David Fulton, pp. 85-108, 1994.
VONK, J.: Conceptualizing novice teachers’ professional development. A base for supervisory interventions. Paper presented at AERA, S. Francisco, 1995.
VONK, J.H.C.: «A Knowledge Base for Mentors of Beginning Teachers: Results of a Dutch Experience». En: R. McBridge (ed.). Teacher Education Policy, London, Falmer Press, pp.112-134, 1996.
VONK, J. H.C. y SCHRAS, G.A.: «From beginning to experienced teachers». En: European Journal of Teacher Education, vol. 10, (1), pp. 95-110, 1987.
WILDMAN, T. et al.: «Teaching and Learning to Teach: The Two roles of Beginning Teachers». En: The Elementary School Journal, vol. 89, (4), pp. 471-494, 1989.
WILDMAN, T. et al.: «Teacher mentoring: An analysis of roles, activities, and conditions». En: Journal of Teacher Education, vol. 43, (3), pp. 205-213, 1992.
WUBBELS, TH., CRETON, H. y HOOYMAYERS, H.: «A School-based Teacher Inducation Programme». En: European Journal of Teacher Education, vol. 10, (1), pp. 81-941, 1987.
Como Citar
Publicado
Edição
Secção
Licença
Os(as) autores(as) que publiquem nesta revista concordam com os seguintes termos:
