Política de Inducción y Mentoría en el ejercicio profesional docente en Chile

Catherine Ximena Flores Gómez; JOSE FRANCISCO PEREZ QUINTERO

doi:10.35811/rea.v13i2.312

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Publicado sep 7, 2024

DOI https://doi.org/10.35811/rea.v13i2.312

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Catherine Ximena Flores Gómez

Universidad de Santiago de Chile

https://orcid.org/0000-0002-6877-8025

JOSE FRANCISCO PEREZ QUINTERO

UNIVERSIDAD ACADEMIA DE HUMANISMO CRISTIANO

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Vol. 13 Núm. 2 (2023): Revista Educación las Américas

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Artículos de revisión

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Flores Gómez, C., & PEREZ QUINTERO, 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

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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.

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desarrollo profesional docente

inducción

mentoria

formación de profesores

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