Rol del profesor colaborador en contextos de práctica profesional, desde la voz de sus protagonistas
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El presente estudio busca comprender cómo los profesores colaboradores perciben su rol y qué tipo de mentoría proveen a los profesores en formación de Pedagogía en Educación General Básica en una universidad pública en Chile. Para ello, se realizaron dos grupos focales y dos entrevistas semiestructuradas con nueve profesores colaboradores. La información fue audio-grabada y luego transcrita para su análisis. Los resultados muestran la persistente desconexión entre la universidad y la escuela. Adicionalmente, se ofrece información respecto de los múltiples roles que asumen los profesores colaboradores, el tipo de mentoría que ellos proveen y las dificultades que enfrentan en la tarea de contribuir a la formación de los futuros profesores. Los hallazgos sugieren la necesidad de conocer mejor a los profesores colaboradores para abordar sus necesidades de desarrollo profesional, convirtiéndolos así en un valioso agente en la formación inicial docente y la mejora de la calidad de la educación.
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