“Nunca me dejó sola”. Experiencias de acompañamiento durante prácticas pedagógicas finales en Chile
Pedagogical accompaniment constitutes a formative and relational space in which higher education institutions and schools participate. However, experiences of accompaniment lacking dialogue and collaboration strain the practice and pedagogical knowledge of students. The purpose of the study is to id...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2023
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| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/51619 |
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| Sumario: | Pedagogical accompaniment constitutes a formative and relational space in which higher education institutions and schools participate. However, experiences of accompaniment lacking dialogue and collaboration strain the practice and pedagogical knowledge of students. The purpose of the study is to identify experiences and conditions necessary for pedagogical accompaniment during final internships. The research method is qualitative and based on Grounded Theory. Fifteen students of the Catholic University of Temuco were interviewed in final pedagogical practices during the period 2018 - 2019, in the region of La Araucanía, Chile. The data correspond to student testimonies, analyzed through open coding with the support of ATLAS.ti software version 9. Regarding the ethics of the research, an informed consent with confidentiality and anonymity commitments was elaborated. The results are divided into two dimensions: relevant experiences of accompaniment and conditions necessary for pedagogical accompaniment. Regarding the first dimension, welcoming actions at the beginning of the professional practice, constant support from those who develop tutorials and learning acquired in the observation of their actions are observed. The second dimension shows the support of tutors, collaborative work, support from school teachers and the building of trusting relationships. It is concluded that it is necessary to generate actions such as: teacher induction that stimulates trust between tutors and students, training for evidence-based observation, promoting the participation of other teachers, encouraging diverse accompaniment experiences and developing tutorial training plans. |
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