Mentores que transforman: Explorando las necesidades de formación en la inducción docente
Autores/as
Cesalina Polanco-de-Rivas
Instituto Nacional de Formación y Capacitación del Magisterio (INAFOCAM)
[email protected] https://orcid.org/0009-0003-1845-5302Detalles
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Resumen
El presente estudio analiza las necesidades formativas de mentores en programas de inducción de República Dominicana, a partir de la premisa de que su formación influye en la integración y desarrollo profesional de docentes principiantes. Se administró un cuestionario validado a 508 mentores y responsables de centros educativos. El análisis incluyó datos estadísticos descriptivos, análisis factorial, pruebas de fiabilidad y exámenes no paramétricos. Los resultados indican que los mentores perciben carencias para adaptar la formación a docentes noveles, en el manejo de situaciones extraordinarias y conocimiento administrativo. Se observaron diferencias significativas según el rol profesional y la experiencia previa en mentoría. Se concluye que resulta imprescindible diseñar programas formativos que integren competencias pedagógicas y organizacionales para lograr un proceso de inducción más eficaz y acorde con el contexto educativo dominicano.
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Derechos de autor 2025 Carlos Marcelo, Cesalina Polanco de Rivas
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.