Educational Mentoring in the Dominican Republic
Current Situation, Proposals, and Perspectives for Action
Authors
Berki Yoselin Taveras-Sánchez
Instituto Superior de Formación Docente Salomé Ureña, Santo Domingo, República Dominicana.
[email protected] https://orcid.org/0000-0002-1462-3060Detalles
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Abstract
Pedagogical accompaniment is a modality of teacher training in practice. This article seeks to present some reflections and proposals based on scientific evidence on mentoring as a modality of continuous teacher training in the Dominican Republic. To this end, a review of the specialized literature on the process (mentoring) was carried out in international electronic information sources. The results were structured as follows: first, the state of the art of mentoring in the Dominican Republic is presented. Then, proposals are made to develop pedagogical mentoring centered in the school, in a comprehensive manner. Finally, some pedagogical and research perspectives to strengthen accompaniment are identified. It is concluded that, in the Dominican Republic, accompaniment is not yet consolidated; it has not produced the desired changes in pedagogical practices and student achievement. Therefore, it is necessary to continue developing the conceptual and pedagogical training of mentors to promote quality education.
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