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Revista mexicana de investigación educativa
versión impresa ISSN 1405-6666
RMIE vol.10 no.26 Ciudad de México jul./sep. 2005
Sección temática
La mirada de los especialistas. Autores invitados
¿Entre necesidad y factibilidad? El mentorado de profesores al principio de su carrera para el manejo de situaciones difíciles
1Catherine Blaya es investigadora y directora del Observatorio Europeo de la Violencia Escolar-Université Bordeaux2/IUFM d'Aquitaine. 3, ter Place de la Victoire 33800 - Bordeaux France, ce: CBlaya@aol.com
2Alain Baudrit es investigador LARSEF- Universite Bordeaux 2, dpt des sciences de l'education, 3 ter place de la victoire, 33076 Bordeaux Cedex.
Este artículo presenta los resultados de una encuesta exploratoria aplicada a 102 estudiantes en prácticas profesionales en el Instituto Universitario de la Formación de Maestros, en Francia durante 2003, sobre lo que consideran una situación difícil, violenta y lo que sugieren en materia de acompañamiento al comienzo de su carrera. Su principal fuente de preocupación es más el manejo de un acontecimiento imprevisto en clase, que uno violento más espectacular: una situación imprevista que no supieran manejar y que cuestionaría su autoridad o credibilidad profesional. Los resultados acentúan el sentimiento de aislamiento del profesor novato en su salón. El temor se concreta por el deseo de pertenecer a un equipo pedagógico consolidado y que lo guíen colegas más experimentados.
Palabras clave: Desarrollo del profesor; mentor; percepciones; problemas de disciplina; Francia
This article presents the results of an exploratory survey of 102 students doing their practice teaching at the University Institute of Teacher Training in France, in 2003. The students were asked to describe a difficult, violent situation at the beginning of their career, along with their suggestions for handling the situation. Their main source of concern would be an unforeseen event in class, rather than a more spectacular violent occurrence. They believe that not knowing how to react to such an event would question their authority or professional credibility. The survey results accent novice professors' feelings of isolation in the classroom. Their fear takes the shape of wanting to belong to a consolidated teaching team and receive guidance from more experienced colleagues.
Key words: Teacher development; mentor; perceptions; discipline problems; France
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Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons
