El aprendizaje entre iguales: Análisis de los grupos de reflexión sobre la práctica docente para profesores de educación secundaria

Producción científica: Artículo en revista indizadaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

The aim of this study was to analyse the discourse of beginning teachers and mentors in Secondary Education throughout their participation in reflection groups on teaching practice, as part of a program designed to palliate the reality shock and encourage reflection on the practice, thus promoting the construction of professional knowledge. The data collected consist of speech recordings from five pairs (beginning-mentor) who participated in five reflection groups during a school year. This interpretative and longitudinal study draws on a qualitative analysis (Atlas.ti) of the discussion topics and types of sentences produced by the participants. The most frequent discussion topics were the thematic areas considered to be the most problematic for beginners (pair adjustment; attention to the diversity; student assessment; assessment by the program; fatigue and stress; classroom management; teacher identity; status and school culture). Mentors tended to produce more metacognitive statements while beginning teachers tended to use more conceptual statements. The results show that taking part in a discussion group on teaching practice was not enough to promote a really thoughtful (most sophisticated) elaborative pattern for beginner teachers.

Título traducido de la contribuciónPeer learning: An analysis of secondary school teachers’ reflection groups on teaching practice
Idioma originalEspañol
Páginas (desde-hasta)816-850
Número de páginas35
PublicaciónInfancia y Aprendizaje
Volumen37
N.º4
DOI
EstadoPublicada - 2 oct 2014

Palabras clave

  • Beginning teacher
  • Discursive strategies
  • Learning community
  • Peer learning
  • Qualitative analysis
  • Reflection
  • Secondary education

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