Política de Inducción y Mentoría en el ejercicio profesional docente en Chile una revisión analítica de literatura ##plugins.themes.bootstrap3.article.sidebar## PDF HTML Publicado sep 7, 2024 DOI https://doi.org/10.35811/rea.v13i2.312 Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial 4.0. Citas Achinstein, B. (2006). New visions for mentoring new teachers. In B. Achinstein; S. Athanases (Eds.), Mentors in the making. Developing new leaders for new teachers. Teachers College Press. Anthony, G.; Haigh, M., & Kane, R. (2011). The power of the 'object' to influence teacher induction outcomes. Teaching and Teacher Education, 27(5):861-870. https://doi.org/10.1016/j.tate.2011.01.010. Asada, T. (2012). How do mentees evaluate their mentor's competencies in Japanese induction program? Paper presented at The European Conference on Educational Research (Ecer), 18-21 September. Cadiz, Portugal. Aspfors, J. & Fransson, G. (2015). 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Education Administration Quarterly, 43(1): 101-137. ##plugins.themes.bootstrap3.article.main## Catherine Ximena Flores Gómez Universidad de Santiago de Chile https://orcid.org/0000-0002-6877-8025 José Perez Quinteros UNIVERSIDAD ACADEMIA DE HUMANISMO CRISTIANO ##plugins.themes.bootstrap3.article.details## Número Vol. 13 Núm. 2 (2023): Revista Educación las Américas Sección Artículos de revisión Cómo citar Flores Gómez, C., & Perez Quinteros, J. (2024). Política de Inducción y Mentoría en el ejercicio profesional docente en Chile. Revista Educación Las Américas, 13(2). https://doi.org/10.35811/rea.v13i2.312 Formatos de citación ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver estadisticas Descargas La descarga de datos todavía no está disponible. Resumen La formación del profesorado en Chile desde la etapa inicial a la instalación efectiva y sostenible en el campo laboral, es una prioridad de la política pública. Esta temática ha adquirido gran relevancia producto de la promulgación de la Ley 20.903 que crea el Sistema de Desarrollo Profesional Docente (SDPD) y junto con ello, instala la inducción y mentoría como un derecho para todos los profesores principiantes que ingresan a ejercer en escuelas con carrera docente. El propósito de esta revisión fue analizar el conocimiento y revisión de literatura focalizada en la inducción y mentoría de profesores principiantes, utilizando este conocimiento en la comprensión de la nueva ley de inducción promulgada. Esta revisión se realizó siguiendo el método de análisis cualitativo que abarca procedimientos de búsqueda, extracción, análisis y síntesis de la información. La indagación arrojó 122 artículos de investigación, los cuales resultaron útiles para el propósito esbozado. Los resultados del análisis muestran que: 1) plantear la inducción como un derecho implica la noción de la voluntad de hacer o no, ejercicio de éste; 2) promover el desarrollo profesional podría verse dificultado si el mentor no pertenece a la institución y a la cultura escolar del establecimiento; 3) la Ley contempla una inducción de 10 meses, situación que podría poner en riesgo el desarrollo de una mentoría centrada en la calidad de la enseñanza y el aprendizaje; por tanto, es crucial desarrollar una mentoría que considere el apoyo y aprendizaje informal que ha caracterizado la inducción en Chile. Palabras clave desarrollo profesional docente inducción mentoria formación de profesores