{"title":"Concepciones sobre el acompañamiento pedagógico de acompañantes de la región Ucayali: implicancias y aportes de la psicología educacional","authors":"S. Vásquez, Susana Frisancho, M. Rosa","doi":"10.34236/rpie.11.2019_3","DOIUrl":null,"url":null,"abstract":"This qualitative study reports the conceptions of a group of indigenous pedagogical mentors (four males and one female), who are part of the Educational Program “Logros de Aprendizaje” (PELA) and work at Shipibo-Konibo intercultural bilin-gual schools in native communities of the Ucayali region in Peru. These pedagogi-cal mentors have taught for 15 to 25 years. Using qualitative interviews, the study collects mentors’ conceptions about the mentoring process, and how they perceive and characterize the teachers they work with. Mentors conceive mentoring as a directive process, a process focused on assessment and based on an asymme-tric relationship between them and the teachers. Their perceptions focus mainly on the shortcomings of teachers, highlighting the deficiencies of their initial trai-ning, and the lack of class preparation and planning. Mentors also point out that teachers show rejection towards them and towards the mentoring process. We discuss these results emphasizing the potential contribution of psychology to the mentoring process’ improvement, as well as the role of psycho-pedagogical strate-gies to help achieve successful public policies for mentors’ training.","PeriodicalId":40578,"journal":{"name":"Revista Peruana de Investigacion Educativa","volume":" ","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Peruana de Investigacion Educativa","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.34236/rpie.11.2019_3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
This qualitative study reports the conceptions of a group of indigenous pedagogical mentors (four males and one female), who are part of the Educational Program “Logros de Aprendizaje” (PELA) and work at Shipibo-Konibo intercultural bilin-gual schools in native communities of the Ucayali region in Peru. These pedagogi-cal mentors have taught for 15 to 25 years. Using qualitative interviews, the study collects mentors’ conceptions about the mentoring process, and how they perceive and characterize the teachers they work with. Mentors conceive mentoring as a directive process, a process focused on assessment and based on an asymme-tric relationship between them and the teachers. Their perceptions focus mainly on the shortcomings of teachers, highlighting the deficiencies of their initial trai-ning, and the lack of class preparation and planning. Mentors also point out that teachers show rejection towards them and towards the mentoring process. We discuss these results emphasizing the potential contribution of psychology to the mentoring process’ improvement, as well as the role of psycho-pedagogical strate-gies to help achieve successful public policies for mentors’ training.
这项定性研究报告了一组土著教学导师(四男一女)的想法,他们是“Logros de Aprendizaje”教育方案(PELA)的一部分,在秘鲁乌卡亚利地区土著社区的Shipibo-Konibo跨文化双语学校工作。这些教学导师已经教了15到25年的书。通过定性访谈,本研究收集了导师对指导过程的概念,以及他们如何看待和描述与他们合作的教师。导师将指导视为一个指导过程,一个以评估为重点的过程,并基于他们与教师之间的不对称关系。他们的看法主要集中在教师的缺点上,突出了他们最初培训的不足,以及缺乏课堂准备和计划。导师还指出,老师对他们和指导过程表现出排斥。我们讨论了这些结果,强调了心理学对师徒过程改进的潜在贡献,以及心理教学策略在帮助制定成功的导师培训公共政策方面的作用。